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1
Bailey, Christopher Donald. "A sentimental education : rediscovering strong evaluation in qualitative nursing research". Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414389.
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Nyberg, Dan. "An investigation of qualitative research methodology for perceptual audio evaluation". Licentiate thesis, Luleå tekniska universitet, Medier ljudteknik och upplevelseproduktion och teater, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17438.
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This thesis investigates whether a qualitative research method, using phenomenological interviews and analysis, can be successfully applied to perceptual audio research, a field heretofore that has mainly used quantitative methods. The method is investigated by studying the types of information elicited by the method and the information’s usefulness and relevance to the conducted study. The qualitative method is applied in three different conditions: a non-experimental condition, an experimental condition, and an experimental condition using mixed-methods. The thesis also identifies implications associated with using a qualitative method in a quantitative field of research, implications that researchers should acknowledge and consider. All scientific criteria in which the quantitative research is judged cannot directly be applied to a qualitative method. A qualitative method has to be judged on its own framework, departure points, and scientific criteria. The information elicited from the qualitative method contains information that supports known knowledge and adds new knowledge. It supplements the accessibility to the subjects’ perceptions and used methods when conducting a perceptual evaluation task. In conclusion, a qualitative research method that consists of phenomenological interviews and analyses can be successfully applied in all the tested conditions.Godkänd; 2012; 20121119 (dannyb); LICENTIATSEMINARIUM Ämne: Ljudteknik Examinator: Biträdande professor Jan Berg, Luleå tekniska universitet Diskutant: PhD, Senior Lecturer Natanya Ford, Bucks New University, United Kingdom Tid: Fredag den 18 januari 2013 kl 13.00 Plats: L165, Musikhögskolan Piteå, Luleå tekniska universitet
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Meeks, Walter Meeks. "A Qualitative Case Study Evaluation of a Government Workforce Training and Qualification Program". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3460.
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In response to a 1993 oversight board recommendation, the U.S. Department of Energy (DOE) created a technical training and qualification program to address concerns about a shrinking workforce at defense nuclear facilities. The DOE Technical Qualification Program (TQP) applies to federal employees tasked with oversight, direction, and assistance to contractors at defense nuclear facilities. The purpose of this study was to determine the effectiveness of the TQP by ascertaining program effectiveness, program applicability, program impact on behavior and performance, and program impact on safety, from the participant perspective. Guided by Kirkpatrick's 4-level training evaluation model as the conceptual framework, this study used a goal-free evaluation approach. This program evaluation used a qualitative case study research design centered on a purposeful sample of 8 TQP participant interviews. Data were analyzed through coding and thematic analysis. Overall, TQP participants felt that the program was ineffective in preparing them for their jobs and that the applicability of the qualification requirements was low. Participants reported that the program did not improve job performance but had a positive impact on safety. Several recommendations were made to improve the program's effectiveness, including a comprehensive program evaluation and updates to training. Implications for social change include positive impacts on facility safety that may result in safer operations at DOE facilities that lead to fewer injuries to workers and the general public, and a reduced probability of release of hazardous materials to the environment. The results of this study may help site training officials improve program effectiveness and worker performance.
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Knapke, Jacqueline M., Erin N. Haynes e Lisa M. Vaughn. "Using Qualitative Methods to Improve Physician Research Training: Understanding the Student Perspective". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/3.
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For several decades now, physician-scientists have been referred to as an “endangered species.” Many factors have contributed to the dearth of clinical investigators, and training programs in clinical research are just one tool in a multi-pronged strategy to increase the number of successful physician-scientists working in health research. A qualitative approach that analyzes students’ educational goals and experiences can help fill the gaps in our knowledge about how best to train aspiring physician-scientists. This study was an interpretive phenomenology that evaluated the Master of Science program in Clinical and Translational Research (MSCTR) at the University of Cincinnati. The purpose of the study was to allow students to articulate their expectations, needs, and experiences in the MSCTR. The study included a group level assessment (GLA) and document review. Findings suggest several reasons students enrolled in the MSCTR, as well as some areas for improvement in the program: more physician-centered classes, a more directed curriculum, and a more cohesive course plan overall. Conclusions from these recommendations are that student perspectives can inform decisions around curricula and instructional methods in powerful ways, particularly when combined with a qualitative methodological approach. This study revealed several insights into how faculty and administrators can more effectively train physicians in research methodology. Training should be as applied and relevant as possible to make it directly applicable to clinical practice. This goal could be enhanced if classes – particularly statistics classes – were more physician-oriented. The curriculum of a clinical research training program for clinicians should be clear and directed, but with some flexibility and space within the curriculum for classes within areas of specialization. Collaboration should be integrated throughout, and courses should follow a logical, interconnected sequence.
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Liao, Hongjing. "Reporting Credibility in Educational Evaluation Studies that Use Qualitative Methods: A Mixed Methods Research Synthesis". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426115203.
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Christopher, Justin. "Testimony in narrative educational research: a qualitative interview, narrative analysis and epistemological evaluation". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5730.
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The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do narrative educational researchers perceive when capturing participant testimony?; 3) What procedures do narrative educational researchers carry out which assure of methodological rigor?; and 4) What additional procedures, either before, during or after a study, can narrative educational researchers carry forth to assure that the research is the most meaningful for the researcher, the participant and anyone else who reads the research study? I applied multiple methods to address these questions, narrative thematic analysis and epistemological evaluation. Research participants included four narrative educational researchers.
First, based on interviews, and after two rounds of open coding, narrative thematic analysis provided several themes which emerged based on the testimony provided by the research participants. Following the creation of themes, I completed the narrative thematic analysis by discussing how participant responses fit within the themes. Second, I epistemologically evaluated the quality of narrative educational research by relying on epistemological theory and concepts found in philosophical literature. The theoretical foundation for this work arose from developments that largely build and extend from classical reductionist and nonreductionist positions on the epistemology and social epistemology of testimony.
Results from the evaluation provided a mix of strengths and weaknesses epistemologically, and therefore methodologically, in narrative educational research. Positively, I found strength in the methodological approach of building a close relationship between researcher and participant, and strength is found in a level of triangulation to address validity concerns. For weaknesses, I found that too much trust is offered by the researcher to the participant, both in themselves as well as in their testimony. Relatedly, accuracy in recall from memory and the dearth of concern about truth also presented issues. I recommended that in working to assure that trust is offered and justified by both the speaker and hearer, with greater concern to accuracy and truth, testimonial beliefs are more likely to be warranted. Future studies can focus on the inclusion of teachers, students and principals to provide additional insight, and a combining of a rich conceptual framework with a rigorous analytic approach to maintain the strengths of narrative research in education while addressing the weaknesses.
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Nazari, Ahmad. "The EFL curriculum in an Iranian high school : a qualitative evaluation research approach". Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/the-efl-curriculum-in-an-iranian-high-school--a-qualitative-evaluation-research-approach(ea7f480b-10e3-41e0-ad5c-432734704564).html.
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This research is a qualitative case study of the EFL curriculum in an Iranian high school. My aim has been to understand and interpret that curriculum, and in this way, to explore some of the likely reasons for the pupils' underachievement in their communicative ability. This target is approached through the implementation of ethnographic techniques of class observation, interview, and document analysis. To delineate the areas of the research and to take account of the research context of situation, I have devised and applied an EFL curriculum evaluation frame appropriate for the study of EFL curriculum in the Iranian high school. Through this study, I have made certain 'analytical inductions' about the EFL curriculum in that high school. I have argued that we seem to need a lens, different from that of the quantitative experimental approach, so as to enable us to explore and look at the issues concerning EFL curriculum and underachievement more widely and clearly. I have also discussed that merely borrowing the concept of communicative competence is not enough to improve the pupils' ability to communicate. Certain principles and prerequisites need to be met to enhance this ability. For instance, social construction of knowledge, collaboration of the pupils on the teaching and learning processes, and their involvement in language activities can contribute to the enhancement of the pupils' communicative competence. I have also hypothesised that loosening institutional constraints and making teachers conscious of the distinction between broader and narrower concepts of communicative competence might help to operationalise broader concepts of communicative competence in the high school EFL classes. The above arguments are made through evaluation research of the EFL curriculum in a high school by demonstrating that there is rather loose congruence between the curriculum components and that relatively recent approaches to learning and teaching are not reflected appropriately in that curriculum.
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Treese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.
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Ling, Zhang, Cong Wang e Austin McCarthy. "Knowing our users and responding to their needs-The impact of research on services in two university libraries". School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106105.
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In an earlier paper the authors discussed reference services in two university libraries and suggested changes to the services based on a user survey. They also quoted research into staff and student use of information resources. Although libraries have no difficulty in compiling quantitative data, the use of such qualitative research to delve beyond the statistics, in order to better understand user needs, perceptions and behaviours, is a recent development at Harbin Engineering University Library, China. However, at the Library of the University of Northumbria in England there is a long history of using research to evaluate services. This paper gives a very brief introduction to the value of qualitative re-search in evaluating services and providing a sound basis for management decisions about staffing and service delivery. Some of the methods used at the two universities are outlined. Finally, two case studies of research projects, one from each university, will be described and the extent to which they have resulted in changes to policies or practices will be examined.
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Siladi, Biserka, e n/a. "The role of non-executive directors in corporate governance : an evaluation". Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20060907.120343.
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Corporate governance has become an increasingly topical issue in recent years. This
has been fuelled by such corporate collapses as Enron, Worldcom, Parmalat, One.Tel
and HIH. The role and responsibility of the board and directors has emerged as an
important issue in examining the cause of these collapses. This has created much
debate on what the role of the directors is in 'directing', 'monitoring' or 'advising' a
company.
Research indicates that investors are prepared to a pay a premium for good
governance. This raises a number of questions. What is governance? How do we
determine what is good governance? What role do directors have in this? Does the
company's performance improve by adopting good governance practices?
There are numerous approaches to examining what makes a good board. Quantitative
techniques have included the use of such measurable concepts as the number of
executive and non-executive directors, directors' skill base (for example,
accountancy, marketing etc) and frequency of meetings attended. Researchers have
also attempted to measure board performance and effectiveness by using indicators
such as share values and shareholder returns.
There is a lack of qualitative research in board behaviour and effectiveness. This
exploratory study adopts a qualitative approach in order to provide richer data. It uses
interviews to evaluate directors' views on some aspects of corporate governance,
specifically in relation to the executive and non-executive director debate. The
interviews were conducted with 11 directors from a variety of organizations in the forprofit
and not-for-profit sectors.
Two major themes have emerged from the analysis of the interviews. Firstly, directors
are traditionally considered to be responsible for maximising shareholder wealth.
However, directors are now expected to broaden their responsibilities to include other
stakeholders and to consider social and environmental issues in making their
decisions. The findings indicate that it is now more demanding to be a director due to
increased workloads arising from the regulatory and legal requirements. This has also
impacted on director and board evaluations, multiple directorships and directors
remuneration levels.
The second major theme that emerged from this study is that directors' personal
experiences did not necessarily concur with governance principles and guidelines. For
example, the widely recommended method of achieving 'best practice' by having a
majority of non-executive directors on a board is considered too simplistic.
Further studies are required on the behavioural and personality traits, technical skills
of the directors, board structure, composition and type of organization which make the
best contribution to achieving boardroom effectiveness.
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Epps, Susan Bramlett. "The Work Life of the Professional Academic Advisor: A Qualitative Study". [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0403102-082112/unrestricted/epps041502.pdf.
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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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Standefer, Katherine. "Assessment in the Hands-On Science Classroom: A Qualitative Study". [Johnson City, Tenn. : East Tennessee State University], 2003. https://dc.etsu.edu/etd/736.
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Reddick, Geoff T., e Melissa Hall. "The Experience of Undergraduate Family Science Female Students: A Qualitative Study". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/41.
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As female students have traditionally been underrepresented in a number of academic disciplines (e.g., Hernandez et al., 2017), and because female students have often encountered obstacles in persisting in their preferred fields of study (e.g., Hughes, 2012), it's important to elevate female voices and learn how to better support them in academia. In order to pursue this, original qualitative research was conducted to better understand the academic experience of undergraduate female students pursuing a degree in an CFLE approved family science program. As part of this presentation, participants will learn about the female undergraduate experience and what obstacles they often encounter. Specifically, from the results of this study, participants will learn about female students' desires to be challenged and to have diverse perspectives included in the classroom, and also about the stigma they often experience due to their chosen field of study. Implications for programs and professions will be discussed.
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Austell, Vicki. "A qualitative exploration of teacher expectations of African-American male student behavior: implications for educational leaders". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/3.
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This study examined expectations teachers have of African-American male student behavior in the classroom. Responses to open-ended questions were analyzed according to the theoretical framework. Five dominant themes emerged from the individual interviews and focus group: Expectations, Experience, Teacher Preparation Programs, African-American Male Student Behavior and Perceptions. After gathering the data on the dominant theme, "Expectations," it was revealed that teachers are fully aware of the definitions of appropriate and inappropriate behaviors however when asked to reflect, it appears that some have never thought about whether they call on more males than females. Others realized that they call on males for different reasons including a strategy to control behavior. Some felt as though their expectations were the same according to gender but others felt that there are different expectations according to race. According to the dominant theme, "Experience," it was found there may be a link into the cultural connection or lack thereof, since some participants stated they were raised in predominantly white cultures and had limited experiences and interactions with African-Americans. The most significant dominant theme, "Teacher Preparation Programs," revealed how prepared teachers were after growing up in predominantly white cultures, and teaching African-American students. They did not feel prepared at all. The African-American teachers did not feel well prepared either. The dominant theme, "African-American Male Student Behavior," yielded results that male students are active, hyper, needs to be engaged and performs well behaviorally when given hands-on type activities. Lastly, the dominant theme, "Perceptions," revealed the frustrations teachers had due to lack of connection with the curriculum, teaching practices and lesson plans. The findings of this study suggest there is a great need for not only preparation programs but quality preparation programs beginning at the college level which take into account one's background and experience to use as a determining factor of what teachers expect from African-American male student behavior in the urban classroom.
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Maximin, Brent M. "Critical Evaluation and Life Course Change: The Development of the Critical Problem-Solving Skills Scale – Qualitative Extension". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/418.
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The thesis serves as an evaluation of the psychometric properties of a measure of cognitive competence used with a multi-ethnic, adolescent sample. The primary goal of this study was the development of the Critical Problem Solving Skills Scale – Qualitative Extension, using Relational Data Analysis (RDA). This study builds on previous work that has been conducted to provide evidence for the reliability and validity of the RDA framework in evaluating youth development programs (Kurtines et al., 2008).
Inter-coder percent agreement among the TOC and TCC coders for each of the category levels was moderate to high, with a range of .76 to .94. The Fleiss’ kappa across all category levels was from substantial agreement to almost perfect agreement, with a range of .72 to .91. The correlation between the TOC and the TCC demonstrated medium to high correlation, with a range of r(40)=.68, p
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Gore, Kimberly C. "A qualitative study of factors that influence the retention of highly qualified special education teachers". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/11.
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Dean, Sylvia Estelle. "A Study of Qualitative Miscue Analysis Scoring Systems for Identification of Instructional Reading Levels". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1388.
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The purpose of this descriptive study was to determine the accuracy and practicality of May's Poor Reader (PR) scoring system for the informal reading inventory (IRI), an individual assessment device designed to determine a student's instructional reading level. The PR is a qualitative scoring system developed by Frank May that examines only two miscues (defaults and meaning-denigrating substitutions) in arriving at an estimate of instructional reading level. The predictor variable, PR, was compared for accuracy and practicality with five other predictor variables consisting of four traditional quantitative scoring systems and an additional qualitative system of May's; PR was also compared with four criterion variables: (a) a scoring system created by Frank May on the basis of research concerning miscues and informal reading inventories, a system that requires the use of a context scale and a graphophonic scale, (b) the judgments of tape recordings made by an experienced and knowledgeable reading coordinator, (c) the judgments of ten reading teachers of the students under their tutelage, (d) and a silent reading score on Form B of the same IRI. The comparisons were made through the use of Chi square tests of significance in which each of the six predictor variables was compared with each of the four criterion variables as to accuracy of agreement with the criterion variables.
Examination of the results showed that there were no significant differences between the instructional estimates made by the PR scoring system and two of the four criterion variables, the research based scoring system and the experienced reading coordinator. This was also true for May's third qualitative scoring system called the CGQ. All other differences in the estimates of instructional level were highly significant--with the four traditional predictor variables and with two of the four criterion variables (p < .01).
The main implications drawn from this study were: (1) Classroom teachers and reading teachers may wish to make use of May's PR scoring system for the IRI as a quick and qualitative way of estimating students' instructional reading level. (2) Since the PR scoring system met the criteria established for a qualitative IRI scoring system, researchers may wish to use this system in studies of informal reading inventories.
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Marques, Elaine Cristina Mendes. "O sentido da avaliação para o enfermeiro professor: Uma análise compreensiva da ação social". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-22082012-153315/.
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O trabalho do professor no processo de avaliação tem mostrado o quanto essa atividade é motivadora e ao mesmo tempo desafiante. As escolas apresentam diferentes modos de olhar para as práticas da avaliação, que se encontram agregadas a sua cultura, aos planos de ensino e as experiências de cada professor, e ao mesmo tempo de todos nelas envolvidos. Este estudo buscou conhecer e compreender o sentido da avaliação para o enfermeiro professor de curso técnico de nível médio em Enfermagem. Trata-se de uma pesquisa qualitativa que utilizou como referencial teórico e metodológico a abordagem da Fenomenologia Social de Alfred Schütz. Para desenvolver este estudo foram realizadas entrevistas semiestruturadas com doze enfermeiros professores que vivenciaram a avaliação em curso técnico de nível médio em Enfermagem. A análise dos discursos conduziu à construção de categorias concretas que expressam os motivos porque e os motivos para da ação social. As categorias foram: relação entre ensino, professor e aluno; relação teoria e prática; modos de avaliar e subjetividade no processo de avaliação; profissionalização, qualificando o olhar da avaliação e o compromisso com a autoavaliação. Esta análise possibilitou identificar o tipo vivido enfermeiro professor que vivencia em seu cotidiano escolar a avaliação do aluno no contexto da formação do técnico de enfermagem, constituído por sentir-se preocupado com a forma de como a escola vem avaliando o aluno; socializar com os seus pares as angústias acerca da avaliação e trocar experiências positivas; buscar espaços de diálogos com liberdade de expressão e maior acolhimento em seu trabalho escolar e avaliar o próprio trabalho representado por meio de suas vivências no mundo vivido da avaliação. Este estudo desvelou que há um forte chamado para que a avaliação seja positiva para aluno e professor; e ainda enquanto professor faz-se necessário refletir sobre avaliação como processo e não somente como resultado. Os professores enfocaram que ter consciência da importância de uma avaliação formativa, integrada com base nos pressupostos metodológicos dialéticos dá sentido ao desenvolvimento de suas práticas educativasThe teachers task in the evaluation process has shown how much this activity is motivating and at the same time challenging. Schools present different ways of looking at evaluation practices, which are found to be linked to their culture, their teaching plans and the experiences from each teacher, and at the same time, all of those involved in them. This study sought to know and understand the meaning of evaluation for a nursing teacher of a nursing professional high school course. Its a qualitative research that used as theoretical and methodological referential the Social Phenomenology approach by Alfred Schütz. For developing this study, semi-structured interviews with twelve nursing teachers who faced the evaluation of a nursing professional high school course were made. Discourse analysis led to build concrete categories that expressed the reasons why and the reasons for social action. The categories were: relationship among teaching, teacher and student; theory and practice relationship; ways of evaluating and subjectivity in the evaluation process; professionalization; qualifying the evaluation view and the compromise with self-evaluation. This analysis made it possible to identify the living kind nursing teacher who lives in his or her school routine the students evaluation in the context of forming the nursing technician, as it embraces the feeling of concerning by the way schools have evaluated students; socializing with their peers the distress of evaluating and sharing positive experiences; searching for chances of dialogues with freedom of speech and greater welcoming in their school work and evaluating the work itself represented by their living experiences in a world full of evaluation. This study revealed that there is a great need of evaluation to be positive for both the student and the teacher. And also as a teacher, its necessary to reflect on evaluation as a process and not just as a result. Teachers focused that, by having awareness of a formation evaluation, integrated with basis on the dialectic methodological assumptions, makes sense to the development of their educational practices
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Knapke, Jacqueline M. "Improving Physician Research Training at the University of Cincinnati: A Mixed Methods Phenomenological Evaluation". University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301047.
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Staricek, Nicole Catherine. "EMERGING FROM THE ASHES: AN EVALUATION OF THE POSTCRISIS COMMUNICATION FOLLOWING THE 2008 TENNESSEE VALLEY AUTHORITY COAL ASH SPILL". UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/88.
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This dissertation uses a case study approach assess the postcrisis communication between the Tennessee Valley Authority and the Roane County community following the 2008 coal ash spill. More specifically, the researcher explores the relationship between organizational renewal and community involvement by means of an in-depth case study analysis.
The dataset includes transcripts from interviews with Tennessee Valley Authority leaders, as well as neighboring community members, all of whom were involved in the postcrisis recovery. Supporting data was collected from archival records made available to the public online and dedicated specifically to the Roane County project.
The results, implications for practitioners, and future research are discussed. The major findings of this case study offer insight into the ways in which the discourse of renewal can be expanded to incorporate elements of community involvement, thus working toward a collaborative approach to the renewal framework.
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Zaxmy, Hanna. "The 2G method applied in a post-usage evaluation application". Thesis, University of Skövde, Department of Computer Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-829.
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There exist several methods, which can be used for evaluation of commercially available CASE-tools. Each method has its own focus and is based on specific underlying assumptions. There have been attempts to standardise evaluation of CASE-tools; however available methods differs much from each other.
One such method, named the 2G method has been proposed, which for each application, will establish a specific evaluation framework. This framework is tailored to the organisation at a specific point in time (since an organisation will change over time). The method consists of two phases which are iterated a sufficient number of times before a stable evaluation framework will be the result. The 2G method has been successfully applied on several applications in different organisations, though only for evaluation of CASE-tools before adoption. In this dissertation we report on an application of the 2G method, which aims to evaluate a CASE-tool from a company context which has already adopted a CASE-tool. As part of this method application the 2G method has also been transferred to the organisation.
An additional issue this dissertation addresses is what kind of support a general Qualitative Research Tool will offer a method user when using the tool in a 2G method application. Likewise the goal includes to establish is what is poorly or unsupported in such tool in a 2G application.
This dissertation will show that the 2G method is applicable also in a scenario where a CASE-tool has already been adopted, and therefore demonstrate that the method also is useful in evaluation studies performed after a CASE-tool has been adopted in an organisation. From the experiences of the application points will be made concerning what kind of support one would like to have in a qualitative research tool to simplify the work during the 2G applications.
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Challis, S. "Maximising impact : connecting creativity, participation and wellbeing in the qualitative evaluation of creative community projects". Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/53a3eb2f-401e-40bc-b530-115428d1b7d6/1.
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The evaluation of creative participatory community projects remains a controversial issue in politics, policy and the arts, its focus sharpened by the reality or rhetoric of austerity. Despite the recent plethora of policy documents and reviews there is little consensus about how projects should be evaluated or what constitutes good evidence about the impact on individual and collective wellbeing of ‘being creative’. This research set out to develop and trial feasible and effective evaluations for small to medium sized projects in the West Midlands of the UK based on field research into how impact is produced. Through mainly qualitative research in diverse contexts it was able to identify a range of conditions in projects reflecting the interrelationship of creativity and participation in which positive impact could be maximised. The research sought to theorise the impact of these conditions using elements of Actor Network Theory and Freire’s concept of praxis, concluding that impact is likely to be incremental, partial and non-linear. Central to this theorisation was the synthesis of evidence about the impact of creativity and embodied making on thinking, affect and a sense of agency, with ideas about how people change, producing a new evidence-based theory of change. In a practice-led approach, new creative methods were trialled in which data produced by participants had aesthetic as well as communicative value and the evaluation process itself contributed to positive impact. While it was possible to evaluate aspects of this impact through episodic interventions, field trials showed that it was more effective to develop a systemic evaluation strategy. Such a strategy needed to be participatory and integrated into project planning, in order to respond to the stochastic systems creativity inevitably provokes. This proved to offer two advantages: the potential to engage many stakeholders, not just as respondents but also as agents actively defining and measuring evaluation outcomes; and the potential for reflection about impact as process rather than outcome. These findings were then implemented in a number of projects, including trials of the Arts Council UK’s developmental Children and Young People’s Quality Principles. The method has been identified as ‘improving the conversation’ amongst partners, stakeholders and artists who can re-position themselves as active agents of evaluation rather than mere respondents, using the tropes, practices and materials of their own professional practices.
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Shaw, Nakia C. "A qualitative study of nontraditional African American female students' perceptions of the factors that contribute to their high attrition rate in a metropolitan Atlanta two-year college". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/35.
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This study examined 10 nontraditional women at a small two-year institution. The study illuminated the challenges that these women faced as they matriculated and explored personal, professional, academic, institutional, financial resource, peer relationship, and professor relationship factors that they perceive could and has affected their attrition rates. The findings emerged from a host of dominant themes that were generalized at the inception of the study. The participants mostly provided a clear understanding of their perceptions relative to the themes. Therefore, the participants' responses provide an understanding of the relationships that the themes do or do not have to the participants' contribution to the studied institution's attrition rates. 1 The implications drew upon the research to bring forth a cause and effect understanding of the findings that if heeded could assist in decreasing the attrition rates for African-American female students. The recommendations were brought forth in an effort to provide a guiding post for future practices, policies, and research relative to understanding and adhering to the needs of nontraditional African-American female students.
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Moleko, Motheo Precious. "Influence and originality in Michael Quinn Patton's "Utilization-Focused Evaluation"". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6711.
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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The concern of this study is primarily with insights, either acquired or original, which may be gleaned from the works of Michael Quinn Patton, especially his seminal book, “Utilization-Focused Evaluation” with regards to utilisation of evaluation. The importance of utilisation of evaluation processes and findings cannot be overemphasised. Use is critical to the success of multiple development programmes in South Africa which collectively will ultimately determine the country’s accomplishment of its developmental goals. The study is an analysis of the relevant literature on utilisation of evaluation; comparing and contrasting Patton’s writings with those of other scholars on this topic of utilisation. The process of understanding these insights involves a brief biography of Patton to get a glimpse into the factors which influenced the development of his ideas and to learn from them as well as from his innovative ideas. The major theme of utilization-focused approach to evaluation is utility and actual use of evaluations. The study therefore devotes special attention to these concepts in order to find out how he defines them, his motivation to focus on them and his perceptions of the purposes of evaluation. These determine his conception of the evaluation field; and his success in promoting evaluation utilisation is measured against them. The study also contains a detailed discussion of the so-called “paradigms debate” between the quantitative and qualitative paradigms in the educational and social sciences in the 1960s and 1970s. This debate was necessary to quell the division triggered by the domination of the quantitative paradigm over qualitative one in these fields and to promote understanding of the need to prioritise research questions by designing studies to answer to them instead of research problems being fitted into “onesize- fits-all” readymade designs, the study argues. The role played by Patton in turning evaluation into a profession is also discussed at length. His works on this subject include a contribution towards enhancing quality and credibility of evaluation, major input on the Standards of Excellence for Evaluation as well as assisting in the development of methods for evaluation. The inevitability of politics in evaluation is highlighted together with the importance of their ethical conduct. The debates in the American Evaluation Association are very illuminating and Patton’s involvement in them is detailed in the study. They cover a range of issues which are useful to deepening of understanding of evaluation conduct and particular factors which affect use. The study ends with a critical analysis of Patton’s contribution to utilisation of evaluations by programme decision makers and its significance to South Africa.
AFRIKAANSE OPSOMMING: Die doel van dié studie het hoofsaaklik te doen met insigte, hetsy oorspronklik of ontleen aan ander bronne, wat afgelei kan word van die werk van Michael Quinn Patton, veral van sy invloedryke boek, “Utilization-Focused Evaluation,” ten opsigte van die toepassing van program-evaluasie. Die belangrikheid van die toepassing van evalueringsprosesse en -bevindings, kan nie oorbeklemtoon word nie. Toepassing is krities tot die sukses van veelvuldige ontwikkelingsprogramme in Suid-Afrika wat gesamentlik uiteindelik sal bepaal of die land sy ontwikkelingsdoelwitte sal bereik. Die studie is ’n analise van die tersaaklike literatuur oor die toepassing van evaluering; wat Patton se werk met dié van ander skrywers oor die onderwerp van toepassing vergelyk. Die proses om dié insigte te verstaan, behels ’n kort biografie van Patton ten einde ’n vlugtige blik te kry oor die faktore wat tot die ontwikkeling van sy idees aanleiding gegee het en om van hulle, sowel as van sy innoverende idees, te leer. Die hooftema van die toespitsing op die toepassingsbenadering vir evaluering, is sy veelsydigheid en die werklike gebruik van evaluasies. Derhalwe le die studie hom dus veral op dié konsepte toe ten einde vas te stel hoe hy hulle gebruik het, wat sy motivering was om daarop te fokus en sy siening rondom die doelwitte van evaluasie. Dít bepaal sy begrip van die gebied van evaluasie, en sy sukses ten einde die toepassing van evaluasie te bevorder, word hierteenoor gemeet. ’n Uitvoerige bespreking oor die sogenaamde “ paradigma-debat’’ tussen die kwantatiewe en kwalitatiewe paradigmas in die opvoedkundige en sosiale wetenskappe van die 1960’s en 1970’s word ook hierin saamgevat. Verder voer die studie aan dat die debat noodsaaklik was ten einde die verdeeldheid te oorkom wat deur die oorheersing van die kwantitatiewe oor die kwalitatiewe paradigmas op dié terreine veroorsaak is, en om begrip te bevorder betreffende die behoefte om navorsingsvrae voorrang te gee deur studies te ontwerp wat dié vrae beantwoord, in plaas daarvan om navorsingsprobleme in ’n klaargemaakte een-grootte-pas-almal ontwerp te plaas. Patton se rol om program-evaluasie in’n professie te omskep, word breedvoerig bespreek. Sy werk oor die onderwerp sluit ’n bydrae in om die gehalte en geloofwaardigheid van evaluasie te verhef, belangrike insette ten opsigte van die Standaarde van Uitnemenheid vir Evaluasie, sowel as om met die ontwikkeling van evaluasiemetodes te help.
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Wilson, Sheryl L. "The structure of intelligence controversy: Is there a qualitative difference between normal IQ children and retarded children?" CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/225.
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Crowther, D., e H. Bezuidenhout. "Evaluation of the quality of summative assessments in selected hospitality management modules at a university of technology". Interim : Interdisciplinary Journal: Vol 9, Issue 2: Central University of Technology Free State Bloemfontein, 2010. http://hdl.handle.net/11462/350.
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Published ArticleHigher education institutions have a responsibility to produce successful graduates; therefore, teaching, of which assessment is an integral part, must promote quality learning. This paper reports on an evaluation of the quality of summative assessments. A qualitative research design was used and a document analysis strategy was followed. Examination papers, memoranda and applicable learner guides were the primary data sources. Results showed that the assessment instruments studied mostly complied with the principles for assessment and the NQF level descriptors. However, it was found that only 10% of the marks allocated in the papers were allotted for items requiring higher order cognitive activity, and only 50% were aligned with outcomes and criteria found in the learner guides. It is therefore concluded that an improvement in the quality of summative assessment instruments is required.
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Harrison, Melissa Banou. "A qualitative service evaluation of the usefulness of a group based Acceptance and Commitment Therapy programme for chronic pain". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/9169.
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Background: In recent years Acceptance and Commitment Therapy (ACT) has gained increasing status as a promising approach to treating chronic pain physical functioning and psychological well-being. The basic premise of ACT as applied to chronic pain is that while pain hurts, it is the struggle with pain that causes suffering. This approach aims to restore effective and adaptive functioning for an individual within a context of continuing pain so that the individual can live a more vital and meaningful life. There is a growing empirical support for the effectiveness of ACT however research has relied on self-reported quantitative outcomes, focused on addressing changes in pain intensity and the physical and psychological impact of chronic pain. There appears to be a gap in the literature on the exploration of the experience of attending an ACT programme for chronic pain from the patient’s perspective. Aim: This study sought to explore the experience of attending an ACT programme for chronic pain within an outpatient NHS hospital setting. Furthermore the study sought to explore the modulating factors influencing clients learning and understanding of the construct of acceptance from the perspective of the participants. Additionally, the experience of attending a group based ACT intervention was explored. Methodology: A qualitative methodology was chosen for the project. The study used a purposive sample of twelve participants, who had all attended the Luton & Dunstable Hospital ACT 8 week outpatient programme for chronic pain. The participants were interviewed through the use of a semi structured interviews, and the transcripts were transcribed and then analysed using Thematic Analysis. Identified themes were further organised using the tool of Thematic Network Analysis. Results: Three global themes emerged from the analysis of the data. The first global theme encompassed the participant’s pre-programme expectations and this theme highlighted the participant’s feelings of hope and hopelessness prior to attending the programme. The second global theme demonstrated the on-going process of living with chronic pain and highlighted the benefits and barriers to adopting and ACT based approach to chronic pain. Finally the third global theme addressed the experience of a group based intervention and included the positive and negative aspects of this experience for the participants. Clinical Implications & Conclusion: Based on the results of this study a number of clinical implications were highlighted in relation to the future development of ACT programmes for chronic pain. These included suggestions in relation to engaging participants in such programmes. Notably, timing issues, validation of physical symptoms, and consideration of the potential barriers to acceptance and understanding of the benefits of adopting and ACT group based pain management approach were discussed.
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Ezechukwu, Rebecca Nneoma. "Negotiating (Un)Heard Voices: Exploring A Fourth Generation Evaluation Approach to Examining the Wraparound Process". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1260316500.
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Hall, Jennifer. "Sit-stand desks as a strategy to reduce sitting and increase standing and physical activity in office-based employees : a pilot RCT and process evaluation of a multicomponent workplace intervention intervention". Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16227.
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Current UK public health policy and research identifies potential health risks of physical inactivity and high levels of sitting. This is a particularly pertinent issue for office workers, who spend, on average, over two-thirds of the work day sitting. This thesis reports on the design and evaluation of a multicomponent sit-stand desk intervention, delivered within two not-for-profit office-based organisations in London, England. A mixed method study design was employed. A pilot randomised controlled trial examined the efficacy of the intervention on reducing sitting and increasing standing and physical activity, using wearable monitors to measure outcome variables at baseline, and at four additional timepoints up to 12-months following the onset of the intervention. A process evaluation, including in-depth qualitative interviews and participant observation, investigated the processes that influenced the feasibility, acceptability and efficacy of the intervention. Mixed-model ANOVA indicated that the intervention reduced workplace sitting, on average, by 38 minutes, however there was no significant influence on workplace physical activity, or any of the outcome variables across the whole day. The process evaluation revealed that discourses surrounding employee health and organisational effectiveness, and employees' health-focused occupational identities increased the acceptability of sit-stand desk provision, whereas monetary concerns, a centralised organisational structure and incompatibility of the sit-stand desks with the workplace environment negatively influenced implementation feasibility. The sit-stand desk design, expectations and outcomes related to health and productivity, and the organisational culture and interpersonal relationships positively and negatively influenced sit-stand desk experience to differing degrees between participants. Mixed method analyses of outcome and process data illustrated the potential for integrating findings to enhance understanding of 'what works' within behavioural intervention research. Sit-stand desks are not a one-size-fits-all solution to reducing sitting and increasing physical activity, however, they should be available to office-based employees as part of a wider workplace health strategy.
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Lee, Paul Chong Chan. "A QUALITATIVE AND QUANTITATIVE ANALYSIS OF SOFT TISSUE CHANGE EVALUATION BY ORTHODONTISTS IN CLASS II NON EXTRACTION ORTHODONTIC TREATMENT USING THE 3dMD SYSTEM". Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/217032.
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Oral BiologyM.S.
With the advent of cephalometrics in the 1930s, numerous studies have focused on the profile of a face to achieve a more esthetic orthodontic treatment outcome. With such heavy emphasis on facial esthetics, a shift in focus from the profile view to the oblique view has become necessary as the smile in the oblique view is what the general public evaluates. The purpose of this pilot study was to determine whether the current tools for diagnosis and treatment evaluation are sufficient. Currently, 2-dimensional composite photographs are utilized in evaluating the soft tissue. At Temple University, 3-dimensional images, which show all sides of the patient's face, are used adjunctively to 2-dimensional composite photographs. In this study, faculty members at the Temple University Department of Orthodontics were asked to complete surveys after viewing two different image modalities, 2-dimensional images and a 3-dimensional video of the same patient. They were asked to fill out the soft tissue goals for specific facial landmarks. Patient photos were in the smiling view as current literature lacks studies on this view. Faculty members' responses from analyzing the 2-dimensional images and 3-dimensional video for each patient were compared to determine which areas had frequent discrepancies from using two different image modalities. During the survey, a voice recorder captured any comments regarding the images. The ultimate goal of this qualitative pilot study was to identify when 3-dimensional imaging is necessary in treatment planning and evaluation, with an added hope to further advance research in 3-dimensional imaging and its vast possibilities to advance the field of orthodontics. Based on the data collected, the following conclusions were made: 1. The qualitative data highlighted that 3-dimensional imaging would be necessary in cases with skeletal deformities. 2. In the oblique view, 3-dimensional imaging is superior than 2-dimensional imaging by showing more accurate shadow, contour, and depth of the soft tissue. 3. Further improvement is necessary to create a virtual patient with treatment simulation abilities. 4. The comfort level among orthodontists of 2-dimensional imaging was higher than 3-dimensional imaging. With more widespread use of 3-dimensional imaging, more orthodontists may gradually reach a higher comfort level in using this relatively new technology. 5. Faculty members expressed high willingness to use 3-dimensional imaging if improvement in new technology could allow for more manipulation and accurate soft tissue prediction. 6. 3-dimensional imaging is superior in its efficiency, quick capture time, and lack of need for multiple images. Implementation of 3-dimensional imaging could streamline the records process and help with practice efficiency without compromising the image quality. 7. Both patients and orthodontists may benefit from using 3-dimensional imaging. Patients can see an accurate representation of themselves and possibly view their own treatment simulation upon further improvement in current technology. Orthodontists would benefit with much more accurate images that may serve as the virtual patient. 8. Besides the exorbitantly high cost, faculty members thought that more advances were needed and the current benefit was not great enough to justify the investment. The results were consistent with other studies that used the oblique view in that the 2-dimensional oblique view lacks depth and does not provide adequate information. With further improvement in current 3-dimensional imaging, this technology can benefit orthodontists in visualizing their patients. In addition, patients can benefit by hopefully seeing a live and accurate simulation of themselves instantly as a virtual patient. With these benefits of 3-dimensional imaging, it may one day be the new standard in patient records in the field of orthodontics.
Temple University--Theses
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Stroud, Linda B. "To Group or Not to Group: A Qualitative Study of Middle School Principals' Decision Making Processes Concerning Ability Level Grouping". [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0319102-144604/unrestricted/stroudl041202a.pdf.
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Rodrigues, Elisa Santos MagalhÃes. "A nova caderneta de saÃde da crianÃa: uso e compreensÃo por profissionais de saÃde e usuÃrios da rede pÃblica de Fortaleza-CE". Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7823.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorA caderneta de saÃde da crianÃa, documento produzido pelo SUS, pretende estabelecer um diÃlogo com a famÃlia e profissionais para a vigilÃncia da saÃde infantil, com enfoque no seu crescimento e desenvolvimento. Objetivou-se avaliar a nova Caderneta de SaÃde da CrianÃa com suporte nas experiÃncias, compreensÃes e significados constituÃdos desta tecnologia, na AtenÃÃo BÃsica, no MunicÃpio de Fortaleza-CE, sob a percepÃÃo de usuÃrios e profissionais de saÃde. Realizou-se uma avaliaÃÃo qualitativa, à luz da hermenÃutica-dialÃtica, em seis unidades de cada regional, tomadas aleatoriamente. Utilizou-se a observaÃÃo sistemÃtica na rotina dos serviÃos e consultas e entrevistas semiestruturadas com 12 profissionais de saÃde e 18 usuÃrios, selecionados por sorteio. O exame foi realizado por meio da AnÃlise de Discurso do material empÃrico. Os resultados foram organizados em quatro categorias analÃticas centrais, nas quais foram reagrupadas as categorias empÃricas: 1. As vivÃncias e significados constituÃdos pelos sujeitos com relaÃÃo a CSC, onde a caderneta aparece como uma tecnologia de auxilio para maior parte das usuÃrias, evidenciando aspectos do crescimento, amamentaÃÃo, direitos e vÃnculo familiar. Para os profissionais, a caderneta aparece como um instrumento restrito à prÃtica profissional para registro de informaÃÃes do crescimento e desenvolvimento infantil; 2. A experiÃncia de profissionais e usuÃrios com a caderneta de saÃde da crianÃa na perspectiva dos sujeitos, em que os usuÃrios conseguem perceber esta posiÃÃo mais conservadora do serviÃo e sua exclusÃo do processo, bem como os profissionais atribuem pouco valor por parte das mÃes à caderneta e as informaÃÃes ali contidas; 3. Limites e possibilidades percebidos pelos profissionais e usuÃrios para o trabalho com a caderneta de saÃde da crianÃa. As dificuldades sÃo derivadas das limitaÃÃes de conhecimento sobre o instrumento; da nÃo complementaridade na caderneta das aÃÃes de diversos profissionais que assistem a crianÃa; dos enfrentamentos cotidianos do processo e da organizaÃÃo do trabalho das equipes de SaÃde da FamÃlia que dificultam a utilizaÃÃo da caderneta; do desinteresse e descuido das famÃlias com o instrumento. As usuÃrias referem falta de estÃmulo do serviÃo, tempo, diÃlogo e humanizaÃÃo nas relaÃÃes; e 4. SugestÃes apontadas pelos profissionais de saÃde e usuÃrios para experiÃncias mais exitosas com a caderneta de saÃde da crianÃa. A pesquisa aponta caminhos possÃveis e necessÃrios para melhorar a utilizaÃÃo da caderneta como instrumento de vigilÃncia integral à saÃde da crianÃa como a melhor exploraÃÃo do material pelo serviÃo junto aos usuÃrios na puericultura e estÃmulo Ãs aÃÃes educativas. AlÃm disso, relatam a necessidade de capacitaÃÃo e sensibilizaÃÃo do serviÃo para o trabalho com a caderneta. O estudo aponta para a necessidade de um olhar diferenciado do serviÃo em relaÃÃo ao usuÃrio, com Ãnfase na sua capacidade de escolha e de aprendizado no seu contexto. AlÃm disso, demonstra que apesar de os profissionais subestimarem a eficiÃncia de aÃÃes como as que a caderneta exige no cotidiano das pessoas, observa-se que o investimento em EducaÃÃo em SaÃde com compromisso do serviÃo ancorado em referenciais mais reflexivos pode contribuir para o processo de cuidado na atenÃÃo à saÃde da crianÃa.
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Hicks, Tyler Aaron. "What You Know Counts: Why We Should Elicit Prior Probabilities from Experts to Improve Quantitative Analysis with Qualitative Knowledge in Special Education Science". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5493.
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Qualitative knowledge is about types of things, and their excellences. There are many ways we humans produce qualitative knowledge about the world, and much of it is derived from non-quantitative sources (e.g., narratives, clinical experiences, intuitions). The purpose of my dissertation was to investigate the possibility of using Bayesian inferences to improve quantitative analysis in special education research with qualitative knowledge.
It is impossible, however, to fully disentangle philosophy of inquiry, methodology, and methods. My evaluation of Bayesian estimators, thus, addresses each of these areas. Chapter Two offers a philosophical argument to substantiate the thesis that Bayesian inference is usually more applicable in education science than classical inference. I then moved on, in Chapter Three, to consider methodology. I used simulation procedures to show that even a minimum amount of qualitative information can suffice to improve Bayesian t-tests' frequency properties. Finally, in Chapter Four, I offered a practical demonstration of how Bayesian methods could be utilized in special education research to solve technical problems.
In Chapter Five, I show how these three chapters, taken together, evidence that Bayesian analysis can promote a romantic science of special education - i.e., a non-positivistic science that invites teleological explanation. These explanations are often produced by researchers in the qualitative tradition, and Bayesian priors are formal mechanism for strengthening quantitative analysis with such qualitative bits of information. Researchers are also free to use their favorite qualitative methods to elicit such priors from experts.
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Barnett, Kelli. "Characteristics of High Quality Teachers: A Qualitative Phenomenological Study". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3541.
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A qualitative investigation was conducted to explore the characteristics of high quality teachers. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of people directly identified as high quality teachers by their principals. This study employed processes of data collection commonly used in observational analysis and included the use of interviews found in qualitative design.
The researcher was able to extract meaning using the coding process and the constant comparative method. Information was sorted into themes that supported and aligned with the research questions leading to a deeper understanding of the phenomenon. This was accomplished through thorough analysis of interviews and observations. Teacher participants were asked to participate in an interview prior to the classroom observation, be observed in the classroom, and participate in a post observation interview. Additionally, individual interviews were conducted with the principals of the teacher participants. The quality of data sources led to the triangulation of results giving credibility to the study.
The study findings were conclusive regarding the key characteristics of high quality teaching. There was a clear relationship between high quality teaching and the use of a variety of instructional strategies, the ability to engage students in learning, the use of higher order questioning as a prevalent teaching strategy, the establishment of clear classroom expectations and the maintenance of those expectations, clear and deliberate communication to facilitate home and school partnerships, and a high level of passion for content and the profession of teaching. Other emerging themes may be utilized to connect high quality teaching to additional characteristics. These characteristics offer suggestions for further research to determine how strong the correlation is between high quality teaching and these themes. The themes included having a caring disposition, high expectations, being self-reflective, having content knowledge, being a team player, and having a strong work ethic.
The research findings were evidenced and supported by a thorough literature review, the results of principal and teacher participant interviews, the results of classroom observations of teacher participants, and document analysis. The researcher also specified recommendations for future practice and suggestions for future research. The results from this study contribute to the body of knowledge on the exploration of the characteristics of high quality teachers.
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Koehn, Amy R. "To report or not report : a qualitative study of nurses' decisions in error reporting". Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665927.
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This qualitative study was successful in utilization of grounded theory methodology to ascertain nurses' decision-making processes following their awareness of having made a medical error, as well as how and/or if they corrected and reported the error. Significant literature documents the existence of medical errors; however, this unique study interviewed thirty nurses from adult intensive care units seeking to discover through a detailed interview process their individual stories and experiences, which were then analyzed for common themes. Common themes led to the development of a theoretical model of thought processes regarding error reporting when nurses made an error. Within this theoretical model are multiple processes that outline a shared, time-orientated sequence of events nurses encounter before, during, and after an error. One common theme was the error occurred during a busy day when they had been doing something unfamiliar. Each nurse expressed personal anguish at the realization she had made an error, she sought to understand why the error happened and what corrective action was needed. Whether the error was reported on or told about depended on each unit's expectation and what needed to be done to protect the patient. If there was no perceived patient harm, errors were not reported. Even for reported errors, no one followed-up with the nurses in this study. Nurses were left on their own to reflect on what had happened and to consider what could be done to prevent error recurrence. The overall impact of the process of and the recovery from the error led to learning from the error that persisted throughout her nursing career. Findings from this study illuminate the unique viewpoint of licensed nurses' experiences with errors and have the potential to influence how the prevention of, notification about and resolution of errors are dealt with in the clinical setting. Further research is needed to answer multiple questions that will contribute to nursing knowledge about error reporting activities and the means to continue to improve error-reporting rates.
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Mackley, Michael. "A clinical and ethical evaluation of secondary findings in the era of clinical whole-genome sequencing". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:aefaaed4-42e9-4313-8354-c8526491b0eb.
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With transformative initiatives like the UK's 100,000 Genomes Project underway, vast amounts of data from genome sequencing are being generated. Genomic results are being actively returned to participants, although policies around their management remain inconsistent and a subject of debate. Secondary findings (SF) have been of particular concern - variants associated with health conditions other than the indication for sequencing, which may or may not be medically actionable. I have conducted a mixed methods study to explore the current transitional period and the issue of secondary findings, and inform future management. Following a narrative review of the literature around SF in genome sequencing and a focused systematic review of primary studies on stakeholder views towards the subject (Part I), gaps in the current literature were identified. These were, chiefly: (1) the need for diverse stakeholder views based on experience making actual decisions around SF; and, (2) empirical data - phenotypic, psychological, behavioural - on actual returned SF. Thus, taking advantage of the local programme of translational genome sequencing, I conducted qualitative studies involving genomic healthcare professionals and genome sequencing participants, to explore their views towards genomic medicine and SF (Part II). Following this, I detail a case study illustrating the process and challenges of returning an SF, as well as outline a study designed to collect empirical data on actual returned SF and present preliminary data to this end (Part III). I illustrate that secondary findings will be a part of tomorrow's genomic medicine: cautious optional screening of actionable SF (including treatable conditions and carrier status information) appears favourable. However, if SF are to be a part of the genomic medicine paradigm, several barriers must be considered: insufficient connectivity between specialties, variant interpretation, clinical interpretation and management, and overpromise and expectations (including recontact in light of new information). In order to overcome these challenges, individuals in unselected populations must be prospectively phenotyped to derive more accurate estimates of population-level penetrance and better understand the full phenotypic spectrum, and we must explore the downstream impact of disclosure. As genome sequencing is mainstreamed, clear evidence-based guidelines for SF in genome sequencing will be essential if harms are to be minimised and benefits are to be maximised, both for participants and the healthcare system at large. At this point, albeit cautiously, we must 'learn by doing'.
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Streff, Robert James. "A Qualitative Case Study of Strategies for Choosing and Evaluating Alternative Assessments in Online Higher Education". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2384.
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Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using Gagné's conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 participants teaching online at Midwestern public universities. Interview data and course artifacts, including syllabi, rubrics, assessments, and grades, were gathered as evidence. These data were categorized by participant, interview question, and research question, and were then coded and analyzed to identify themes. The results indicated that, although objectives drive assessment indicators, they do not necessarily drive the assessment choice. They also indicated that the processes used by experienced instructors to determine assessment choices appear almost subconscious, although objectives are the major decision making point. This study impacts social change by helping identify areas where assessment selection is effective or ineffective, as well as where additional training needs to occur on alternative assessment options that accommodate changing student and workplace expectations better.
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Markey, Jessica. "A Community-Engaged Research Approach to the Development of an Assessment Tool for Historical Data Collection of SAARA Client Population". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2114.
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Through collaboration between the Substance Abuse and Addiction Recovery Alliance (SAARA) and several community partners, a need was identified for a new measurement tool to gather comprehensive client histories for program evaluation and development. The purpose of this study was to (1) develop a culturally relevant and organizationally appropriate mechanism for the collection of comprehensive client histories and (2) to provide the opportunity for staff to engage in a new process of developing and implementing data collection strategies. As a result of the use of a community-based participatory approach, (1) a missed opportunity for program evaluation and development was identified, (2) a community-based research study was developed, (3) staff were invested in development of the tool, and (4) staff engaged in a capacity-building exercise in which they were provided the skills and tools needed to replicate this process independently in the future.
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Slavica, Ševkušić. "Dometi i ograniĉenja kvalitativnih istraţivanja u pedagogiji". Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2008. http://dx.doi.org/10.2298/NS20081224SEVKUSIC.
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Cilj rada je da se ukaţe na prednosti i ograniĉenja kvalitativnih istraţivaĉkih pristupa u saznavanju i unapreĊivanju pedagoške stvarnosti, kao i da se ukaţe na mogućnosti i probleme kombinovanja kvalitativnih i kvantitativnih metoda u prouĉavanju odreĊenih pedagoških problema. U prvom delu rada, razmatraju se teorijske pretpostavke koje leţe u osnovi kvalitativnih istraţivaĉkih pristupa, predstavljajući ih kao kritiĉke i kao komplementarne kvantitativnim pristupima. Diskutujemo o posebnim pitanjima koja smatramo vaţnim za polje kvalitativnog pedagoškog diskursa: o kriterijumima nauĉnosti, strategijama formiranja uzorka i relevantnosti ovih istraţivanja za praksu i planiranje obrazovne politike. Detaljnije su razmotrena tri kvalitativna istraţivaĉka pristupa: studija sluĉaja, etnografski pristup i akciono istraţivanje, odnosno dometi i ograniĉenja primene ovih pristupa u prouĉavanju pedagoških fenomena. Na kraju prvog dela rada, raspravljamo o mogućnostima i ograniĉenjima istraţivaĉkih nacrta u kojima se kombinuju kvalitativne i kvantitativne metode. U drugom delu rada, na primeru našeg akcionog istraţivanja u osnovnoj školi ilustrujemo doprinos ovog pristipa saznavanju i menjanju pedagoške stvarnosti. Reĉ je o razvijanju i evaluaciji alternativnog programa razredne nastave, ĉija je jedna od osnovnih karakteristika primena grupno-istraţivaĉkog modela uĉenja. U istraţivaĉkom nacrtu kombinovani su kvalitativni i kvantitativni postupci i tehnike za prikupljanje podataka. Detaljnije je prikazan deo rezultata istraţivanja koji se odnosi na primenu grupno-istraţivaĉkog rada uĉenika u nastavi na tematski organizovanim nastavnim sadrţajima Poznavanja društva u ĉetvrtom razredu, kao ilustracija mogućnosti akcionog istraţivanja da doprinese lakšem uvoĊenju inovacija u pedagošku praksu. U tom smislu, kao poseban doprinos istraţivanja, dajemo predlog za izmene u programskim sadrţajima ovog predmeta i pristupima za njihovo izuĉavanje.The goal of this paper is to point out to the advantages and limitations of qualitative research approaches in learning about and advancing the pedagogical reality, as well as to point out to the possibilities and problems of combining qualitative and quantitative methods in studying certain pedagogical problems. In the first part of the paper, we discuss theoretical assumptions underlying qualitative research approaches, presenting them as critical and complementary to quantitative approaches. We discuss special issues that we consider important for the field of qualitative pedagogical discourse: the criteria of scientific nature, the strategies for sample formation and relevance of these types of research for practice and planning of educational policy. Three qualitative research approaches have been considered in more detail: case study, ethnographic approach and action research, that is, the scope and limitations of application of these approaches in studying pedagogical phenomena. In the end of the first part of the paper, we discuss the possibilities and limitations of research designs that combine qualitative and quantitative methods. In the second part of the paper, on the example of our action research in primary school, we illustrate the contribution of this approach to learning about and changing the pedagogical reality. We are dealing with the development and evaluation of an alternative program of primary school, which has as one of its basic characteristics the application of group-investigation model of learning. This research design combines qualitative and quantitative procedures and data collection techniques. There is a more detailed presentation of that portion of research results that refers to the application of group-investigation work of pupils in class on topically organised teaching contents of Social Science in the fourth grade, as an illustration of the possibilities of action research to contribute to the easier introduction of innovations in educational practice. In that sense, as a special contribution of this research, we provide a suggestion for changes in program contents of this subject and approaches to their studying.
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Ravelin, T. (Teija). "Tanssiesitys auttamismenetelmänä dementoituvien vanhusten hoitotyössä". Doctoral thesis, University of Oulu, 2008. http://urn.fi/urn:isbn:9789514288913.
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Abstract The aim of this study was to describe and evaluate the use of dance performance as an intervention in the care of elderly persons with dementia. The research task was to describe and evaluate how demented elderly persons experience dance performances and describe dance performance and its essence as an intervention. The method was qualitative evaluation research. The informants were demented elderly persons (13), their family members (4), nurses (7) and practical nurse students (3). Four dance performances based on elderly persons' memories of different seasons were performed in the nursing home. The data were collected using individual interviews of elderly persons, videotaping, heart rate measurements and focus group interviews of family members, nurses and students. The experiences of the demented elderly persons were related to dance performance as an activity, dance performance, performers, themselves, and to the audience and surroundings. Dance performance was evaluated as a process intervention with an effect on the elderly person and his/her interaction with the others and also on the family members. Dance performance as an intervention in the care of elderly persons with dementia has its own special features as does its implementation in nursing. Watching a dance performance is an active event to the demented elderly person. Feelings, memories and sense of community with the others aroused by dance performance are positively significant in the nursing care context. Dance performance is an interactive psychosocial intervention which promotes the well-being and elicits the resources of the elderly person with dementia. It can also be a contradictory intervention. This study has produced information for gerontological nursing. With this information dance performance can be used in similar situations as a goal-directed interventionTiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata ja arvioida tanssiesityksen käyttöä auttamismenetelmänä dementoituvien vanhusten hoitotyössä vanhusten, omaisten, hoitajien ja lähihoitajaopiskelijoiden näkökulmista. Tutkimuksen tehtävänä oli kuvata ja arvioida miten dementoituvat vanhukset kokevat hoitoyhteisöihin tuodut tanssiesitykset, kuvata tanssiesitystä auttamismenetelmänä dementoituvien vanhusten hoitotyössä dementoituvien vanhusten, omaisten, hoitajien ja lähihoitajaopiskelijoiden arvioimana sekä kuvata, millainen tanssiesityksen tulee olla auttamismenetelmänä dementoituvien vanhusten hoitotyössä. Tutkimus oli laadullinen arviointitutkimus. Siihen osallistui 13 dementoituvaa vanhusta, 4 omaista, 7 hoitajaa ja 3 lähihoitajaopiskelijaa. Hoitokodissa esitettiin neljä vanhusten vuodenaikamuistoihin perustuvaa tanssiesitystä. Aineistonkeruumenetelminä olivat dementoituvien vanhusten yksilöhaastattelut, videointi, sykemittaukset sekä omaisten, hoitajien ja lähihoitajaopiskelijoiden ryhmähaastattelut. Aineistot kerättiin neljän tanssiesityksen yhteydessä ja jälkeen. Aineistot analysoitiin laadullisella, induktiivisella sisällön analyysimenetelmällä. Vanhusten kokemukset tanssiesityksistä liittyivät tanssiesitystoimintaan, tanssiesitykseen, esiintyjiin, heihin itseensä sekä toisiin katsojiin ja ympäristöön. Tanssiesitys arvioitiin prosessina toteutuvaksi auttamismenetelmäksi, joka vaikuttaa vanhukseen ja hänen vuorovaikutukseensa toisten kanssa sekä omaisiin. Dementoituvien vanhusten auttamismenetelmänä toimivalla tanssiesityksellä on omat erityispiirteensä tanssiesityskokonaisuuteen, tanssiesityksen kokonaistunnelmaan, rakenteeseen, kestoon, sisältöön, visuaalisuuteen, äänimaailmaan, esiintyjiin ja ympäristöön liittyen. Tanssiesityksen hoidollisella hyödyntämisellä on myös omat erityispiirteensä. Tanssiesityksen katsominen on dementoituvalle vanhukselle aktiivinen tapahtuma, ja tanssiesityksen herättämät tunteet, muistot ja yhteisyys toisten kanssa saavat aikaan prosesseja, joilla on myönteistä hoidollista merkitystä. Tanssiesitys on vuorovaikutuksellinen, hyvinvointia edistävä ja vanhuksen voimavaroja esille nostava psykososiaalinen auttamismenetelmä, jonka avulla voidaan tukea dementoituvan vanhuksen normatiivista kehitystä. Tanssiesitys ei ole ristiriidaton auttamismenetelmä, ja sen hoidollisen hyödyntämisen lähtökohtana tulee olla dementoituvan vanhuksen yksilölliset tarpeet. Tutkimus on tuottanut tietoa kliinisen, gerontologisen hoitotieteen tietoperustaan tuomalla laadullista tutkimusnäyttöä aiemmin tutkimattomasta auttamismenetelmästä. Tuotetun tiedon avulla tanssiesityksiä voidaan hyödyntää vastaavissa tilanteissa tavoitteellisesti auttamismenetelmänä
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Gueguen, Juliette. "Evaluation des médecines complémentaires : quels compléments aux essais contrôlés randomisés et aux méta-analyses ?" Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLS072/document.
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Les médecines complémentaires sont nombreuses et variées, leur recours est largement répandu et en hausse. Selon les pratiques, les données d’évaluation sont plus ou moins riches, mais il y a peu de conclusions consensuelles quant à leur efficacité, même en cas de littérature abondante. Nous commencerons par un état des lieux de l’adéquation des méthodes conventionnelles utilisées pour l’évaluation du médicament, à savoir de l’essai contrôlé randomisé (ECR) et des méta-analyses, pour l’évaluation des médecines complémentaires.A travers trois applications pratiques, nous réfléchirons ensuite à l’apport d’autres méthodes, moins reconnues à ce jour dans le champ de l’evidence based medecine mais pouvant apporter d’autres éclairages. En particulier, nous discuterons de l’intérêt des méthodes mixtes, des études qualitatives et de l’exploitation des grandes bases de données médico-administratives. Nous réaliserons une revue mixte sur l’évaluation de l’hypnose pour le travail et l’accouchement, une étude qualitative sur l’expérience du qi gong par des patientes hospitalisées pour anorexie mentale sévère, et nous étudierons le potentiel d’exploitation du Système National d'Information Inter Régimes de l'Assurance Maladie (SNIIRAM) pour évaluer les médecines complémentaires. Les deux premiers axes nous amèneront à questionner le choix des critères de jugement et des instruments de mesure utilisés dans les ECR et nous inciteront à accorder davantage de place et de légitimité à la perspective du patient. Plus largement, cela nous invitera à remettre en cause la suprématie traditionnellement accordée aux études quantitatives pour la remplacer par une vision non hiérarchique mais synergique des approches qualitatives et quantitatives. Le troisième axe nous permettra d’identifier les limites actuelles à l’exploitation du SNIIRAM pour l’évaluation des médecines complémentaires, à la fois sur le plan technique et sur le plan de la représentativité. Nous proposerons des mesures concrètes pour rendre possible et pertinente son exploitation dans le champ de l'évaluation des médecines complémentaires.Enfin, dans la discussion générale, nous tiendrons compte du fait que l’évaluation des médecines complémentaires n’a pas pour but d’autoriser ou non une mise sur le marché. Ainsi, contrairement à l'évaluation des médicaments, l'évaluation des médecines complémentaires ne s'inscrit pas toujours dans une visée de prise de décision. Nous soulignerons l’importance de tenir compte de la visée (visée de connaissance ou visée de décision) dans l’élaboration d’une stratégie de recherche et nous proposerons deux stratégies différentes en nous appuyant sur la littérature et les résultats issus de nos trois exemples d'application. Concernant la stratégie de recherche à visée de prise de décision, nous montrerons l’importance des étapes de définition de l’intervention, d’identification des critères de jugement pertinents, et d’optimisation de l’intervention, avant la réalisation d’essais pragmatiques visant à évaluer l’efficacité en vie réelle. Nous verrons comment la volonté d’évaluer ces pratiques nous renvoie à des défis en terme de réglementation et nous soulignerons par ailleurs la nécessité d’évaluer la sécurité de ces pratiques en développant des systèmes de surveillance adaptésComplementary medicines are numerous and varied, their use is widespread and increasing.Quality and quantity of evaluation data depend on the type of complementary medicines, but there are few consensual conclusions about their effectiveness, even in the case of abundant literature. We will start with an inventory of the adequacy of the conventional methods used for drug evaluation, namely randomized controlled trials (RCT) and meta-analyzes, for the evaluation of complementary medicines. Through three practical applications, we will then consider the contribution of other methods, less recognized to date in the field of evidence-based medicine but potentially contributive to shed light on other perspectives. In particular, we will discuss the advantages of mixed methods, qualitative studies and the exploitation of large health administrative databases. We will conduct a mixed-method review of the assessment of hypnosis for labor and childbirth, a qualitative study on the experience of qi gong by patients hospitalized for severe anorexia nervosa and we will study the potential of the French national health insurance database (SNIIRAM) to evaluate complementary medicines. The first two axis will lead us to question the choice of outcomes and measurement tools used in RCTs and to value and legitimate the patient's perspective. More broadly, it will invite us to question the hierarchical vision of qualitative and quantitative research that traditionally attributes supremacy to quantitative studies. It will encourage us to replace it with a synergistic vision of qualitative and quantitative approaches. The third axis will enable us to identify the current limits to the use of SNIIRAM for the evaluation of complementary medicines, both technically and in terms of representativeness. We will propose concrete measures to make its exploitation possible and relevant in the field of evaluation of complementary medicines.Finally, in the general discussion, we shall take account of the fact that the evaluation of complementary medicines is not part of a marketing authorization process. Thus, contrary to drug evaluation, complementary medicines evaluation does not always imply decision making. We will emphasize the importance of considering the aim (aim of knowledge or aim of decision) in the development of a research strategy. We will propose two different strategies based on the literature and the results from our three examples. Concerning the research strategy aimed at decision-making, we will show the importance of defining the intervention, identifying the relevant outcomes, and optimizing the intervention first, before carrying out pragmatic clinical trials to evaluate its effectiveness. We will discuss the regulatory challenges complementary medicine evaluation confronts us to, and stress the need to assess the safety of these practices by developing appropriate monitoring systems
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Crumm, Kathryn E. "The Reality of the Greene County School System Preschool Program". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1336.
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State funded preschool programs are recent phenomena in the United States and the state of Tennessee. The intent of the researcher was to explore the implementation of the preschool program in the Greene County Schools system and to develop a better understanding of the effects of this process at the classroom level. This study may provide significant information for other pre-k programs in the state of Tennessee or nationwide programs in partnership with Head Start.
The preschool program in the Greene County Schools system consisted of 16 classes with nine of the classes in partnership with Head Start and one class in partnership with a community child care center. Data were collected from the transcripts of three focus groups, documents, and classroom observations. The constant comparative analysis method was used to analyze the data (Glaser, 2004; Merriam, 1998; Thorne, 2000).
Triangulation of the data resulted in the identification of several supports and barriers to teaching and learning in the pre-k classrooms. Supports identified were the curriculum, the use of effective teaching strategies, specific teacher characteristics, specific rules and regulations, services provided by Head Start, and adequate program funding. Participants defined barriers to teaching and learning in the pre-k classroom as specific rules and regulations, teacher isolation by location in the school, teacher isolation from peers, the need for knowledge of early childhood education and regulations of the program, and specific components of the Head Start partnership.
The recommendations of this study are to continue the partnership that allows for a powerful combination of the organizational resources between the Greene County Schools Pre-K Program and the Upper East Tennessee Human Development Agency (UETHDA) Head Start to continue. The use of an outside ECERS-R evaluator and monthly Head Start classroom evaluations should be discontinued. New practices to implement are an attendance policy for the pre-k classrooms and regularly scheduled collaboration meetings with administrators of both organizations and classroom personnel. Other districts considering similar programs should identify financial resources and use a collaborative process in the development and maintenance of the pre-k program.
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Rowe, Rachel E. "Transfer from midwifery unit to obstetric unit during labour : rates, process and women's experience". Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:bc7776ef-1e6e-46d0-9fa7-c62e653920b3.
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Background Midwifery units (MUs) provide midwife-led care for women at low risk of complications. They may be located on the same site as an obstetric unit (OU), in a hospital without obstetric services or separate from any hospital. In MUs, if unforeseen complications arise, transfer to an OU may be necessary. Aim To provide evidence to contribute to the improvement of the transfer process, help make transfer safer and less distressing for women, thereby improving the care and experience of women planning to give birth in MUs. Methods A structured literature review of existing evidence was followed by three integrated component studies using different methods. The content and quality of local NHS transfer guidelines were evaluated. Data from the Birthplace national prospective cohort study were analysed to estimate transfer rates, describe the transfer process and identify factors associated with transfer. The experiences of women transferred were explored in qualitative interviews. Findings Transfer is a common event, affecting around 25% of women planning birth in MUs, although rates in different units vary. Primiparous women are more likely to be transferred than women having a second or subsequent baby. The risk of transfer for primiparous women increases with increasing age; around 50% of women having their first baby aged 40 years or over are transferred. Local NHS transfer guidelines are generally of poor quality and pay little attention to women’s experience. Women interviewed after transfer report feeling unprepared for transfer. Sensitive care and clear communication from midwives during labour facilitate feelings of control in women and help women accept transfer as the right decision and not a 'negative' event. Transfer that is perceived by women as “too late” can have potentially serious and long-lasting negative effects. Women’s experience of the transfer journey could be improved by the offer of choice in a number of areas which would help women feel 'cared for' rather than 'transported'. Having the MU midwife continue to care for the woman after transfer should be considered 'best practice'; where this is not possible a good handover is essential. Women who have experienced transfer should be offered the opportunity to talk to a midwife about their experience.
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DeGroff, Amy S. "New Public Management and Governance Collide: Federal-Level Performance Measurement in Networked Public Management Networks". Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/29654.
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Thesis (Ph.D)--Public Policy, Georgia Institute of Technology, 2009.Committee Chair: Theodore H. Poister, Ph.D.; Committee Member: Gordon Kingsley, Ph.D.; Committee Member: John Thomas, Ph.D.; Committee Member: Judith Ottoson, Ph.D.; Committee Member: Patricia Reeves, Ph.D. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Wright, Latonya Patrice. "Assessing and Guiding Instructional Practice: Administrators' and Teachers' Perceptions of the Framework for Teaching Evaluation". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1636.
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School officials in a large district adopted a research-based teacher evaluation system, the Framework for Teaching (FFT). Despite a 4-year phase-in of the FFT, teachers' evaluation ratings increased while student achievement results decreased. This disparity impacted the school district's growth targets as set by the State Department of Education. If target growths are unmet, school administrators must relinquish school operations to the state. A bounded, qualitative case study was designed to explore administrators' and teachers' perceptions of the FFT and its influence on school administrators' assessment of teachers' instructional practices. Social constructivist and andragogy theories formed the study's conceptual framework. A purposeful sample of 6 K-12 district administrators, who reviewed teacher performance, and 12 K-12 district teachers, who were evaluated using the FFT, volunteered to participate in semi-structured interviews. Qualitative data were analyzed using open and axial coding. Key results included concerns with lack of time for conferences during the evaluation process, administrators' skills to provide quality feedback to teachers, and their lack of content knowledge to improve teaching and learning in specific content areas. It was recommended that teachers receive evidence- based, constructive, and individualized feedback from the school administrator. Based on the findings, the Feedback Institute was developed to engage school administrators in professional development to learn how to provide substantive feedback using protocols and structures to support teacher growth and to use content specialists to address gaps in administrators' content knowledge. These endeavors may contribute to positive social change by restructuring the teacher evaluation process to improve instructional practice, and, thus, enhance school improvement and student learning.
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Murray, Monica. "Barriers High School Teachers Encounter in Teaching Critical Thinking in Writing". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2746.
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In an urban high school in California, students are generally unskilled in critical writing. The problem has been associated with instructional barriers encountered by teachers. In this qualitative case study, English Language teachers provided their perceptions of such barriers and shared perspectives for solutions based in professional development. Grounded in the theories of Halpern, Saiz and Rivas, Weigle, and Harris and Graham, the conceptual framework emphasized instructional models that develop metacognition in writing, which can increase students' critical thinking. Selection criteria required participants who were English Language Arts teachers of writing critical thinking. Data from 4 participant interviews were coded, labeled, and collapsed into themes on the teachers' perceived barriers towards teaching critical thinking. Interview data were triangulated using field notes that revealed that limited teacher pedagogy, lack of student application, and an overall scarcity of school support prevented educators from teaching critical thinking in writing. The findings indicated a lack of an understanding from students, teachers, and administration of the instructional elements needed to develop successful critical thinking in writing. This study promotes positive social change by illuminating the instructional barriers by these 4 high school English Language Arts teachers. In addition, a professional development program, informed by the findings of this inquiry, will present teachers and administrators with strategies to increase critical thinking and writing. These coaching and mentoring strategies comprise a sustainable systemic program that will improve student critical thinking and writing.
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Lopes, Ana Lucia Mendes. "Aspectos teóricos e práticos envolvidos na elaboração da matriz avaliativa de um serviço de tratamento do tabagismo". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/7/7141/tde-05112014-105716/.
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Introdução: O tabagismo é um problema crônico e de enfrentamento complexo. A ampliação da legislação, a conscientização da sociedade e a menor aceitação social do tabagismo, aumentaram a procura por serviços de cessação do tabagismo. A avaliação de programas desse tipo é tarefa complexa, considerando os diferentes níveis de intervenção, a diversidade de cenários e atores envolvidos. A avaliação de programas de cessação do tabagismo necessita incorporar ferramentas participativas, capazes de apontar a eficiência do programa, além de fomentar ações de transformação das práticas. Esta pesquisa buscou configurar uma matriz avaliativa capaz de contribuir na organização e autoaprendizagem de serviços dirigidos aos sujeitos em suas tentativas de parar de fumar, captando os diferentes contextos presentes na intervenção, nos cenários e nos atores. As questões da pesquisa foram: Quais são os indicadores que podem apontar o quanto um serviço se aproxima ou se distancia das práticas baseadas em evidências e dos modelos e diretrizes da promoção da saúde? Quais são os elementos que indicam ou não a qualidade de um serviço de tratamento do tabagismo? Objetivos: Desenvolver a matriz de indicadores de um serviço de tratamento do tabagismo. Para tanto buscou-se a) Identificar a percepção de experts, usuários e profissionais sobre serviços de tratamento do tabagismo; b) Caracterizar as práticas e bases de um serviço de cessação do tabagismo; c) Construir o modelo lógico avaliativo desse serviço; c) Formular as bases teóricas e práticas para a construção de matriz avaliativa de indicadores para um serviço de tratamento do tabagismo. Método: Situado no desenho orientado por modelo teórico (theory-driven evaluation) na perspectiva da Promoção da Saúde preconizada por Hartz, o percurso metodológico foi apoiado nas abordagens qualitativas e participativas e na estratégia da pesquisa-ação. O cenário de estudo foi o serviço de cessação do tabagismo de um hospital universitário, no município de São Paulo. Foram sujeitos dessa pesquisa profissionais de referência para o PNCT (experts), profissionais que atuam diretamente no serviço (implicados) e usuários do serviço. A análise e discussão dos achados apoiaram-se na triangulação de dados, correlacionada com a literatura. Resultados: O desfecho desta pesquisa foi o desenvolvimento da matriz avaliativa. Utilizou-se as percepções dos experts, implicados e usuários sobre as dimensões de estrutura, processo e resultado. A legislação, o financiamento, extensão e cobertura, a acessibilidade, as instalações, os recursos humanos, os equipamentos e insumos foram apontados como categorias para estrutura. Na dimensão processo as categorias foram: divulgação e captação, acolhimento e busca ativa, o perfil sócio psicológico dos usuários, a rede de referência e contra referência, o diagnóstico, acompanhamento e as estratégias educativas com base no autocuidado e na redução de danos. No âmbito de resultados os sujeitos pontuaram: a taxa de sucesso na cessação do tabagismo, a regularidade do serviço, a adesão, o respeito à autonomia, a melhora na qualidade de vida e a satisfação do usuário. Conclusão: Conclui-se que a matriz avaliativa construída possui potencial para avaliar a qualidade do serviço e promover o aprendizado institucional e o desenvolvimento pessoal/profissional. Contribui para o movimento de reflexão-ação-reorientação das práticas de cuidado. Ao ampliar a análise para além dos importantes indicadores solicitados pelo Programa Nacional do Controle do Tabagismo, a matriz elaborada dirige-se ao fortalecimento (empowerment) dos envolvidos (profissionais e usuários). Ajuda a estabelecer papéis e responsabilidades na reorientação de aspectos que possam influenciar o desempenho no acesso, acolhida, diagnóstico, tratamento e acompanhamento dos que desejam parar de fumar.Introduction: Tobacco smoking is a chronic problem and very difficult to face. The improvements in the legislation, the awakening of the society and the smaller social acceptance to tobacco smoking have increased the number of people looking for smoking cessation services. The evaluation of such programs is a complex task, considering the different levels of intervention and the diversity of sceneries and actors involved. The evaluation of smoking cessation programs needs to incorporate participatory tools in order to indicate the program efficiency, and foster transformation actions of the practices. This study sought to configure an evaluation framework capable of contributing to the organization and self-learning of the services addressed to individuals in their attempts to quit smoking by capturing the different contexts present in the intervention sceneries and actors. The research questions were: Which are the indicators that may point out how much a service comes close or is distant from evidence-based practices, guidelines and models of health promotion? Which are the elements that indicate or not the quality of a smoking cessation treatment service? Objective: Developing the indicators framework of a smoking cessation service. For this it was sought to a) identify the experts, users and professionals perceptions about smoking cessation services, b) Characterize the practices and basis for a smoking cessation service c) Build the evaluative logical model of such service c) Formulate the theoretical and practical basis for the construction of an evaluative framework of indicators for a smoking cessation service. Method: Situated in the theoretical model oriented design (theory-driven evaluation) from the perspective of health promotion proposed by Hartz, the methodological trajectory was based on the qualitative and participative approaches as well as in the strategy of the action research. The study setting was the smoking cessation service at a university hospital in São Paulo. The subjects of this study were reference for the NTCP professionals (experts), the professionals who work directly in the service (stakeholders) and service users. The analysis and discussion of the findings were based upon the triangulation of data, correlated with the literature. Results: The outcome of this research was the development of the evaluation framework. It was used the perceptions of experts, and users concerned about the dimensions of structure, process and outcome. The legislation, funding, the extension and coverage, accessibility, facilities, human resources, equipment and supplies were identified for \"structure\". In the dimension \"process\" the categories were: dissemination and uptake, host and active search, the social psychological profile of the users, the network of reference and cross reference, diagnosis, monitoring and educational strategies based on self-care and harm reduction. Within the scope of \"outcomes\" the subjects pointed: the success rate of stop smoking, the regularity of service, treatment adherence, the autonomy, the improvement in quality of life and user satisfaction. Conclusions: We conclude that the evaluative framework constructed has the potential for assessing the service quality and to promote institutional learning and personal / professional development. It contributes to the movement of the reflection-action-reorientation of care practices. By broadening the analysis beyond the important indicators requested by the National Tobacco Control Program, the elaborate framework is targeted to the empowerment of those involved (professionals and patients). It helps to set roles and responsibilities in reorienting the aspects that may influence the access, reception, diagnosis, treatment and monitoring performance of those who want to quit smoking.
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Mergler, Amanda Gay. "Personal responsibility : the creation, implementation and evaluation of a school-based program". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16382/.
Texto completo da fonteResumo:
We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.
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Mijinyawa, Kabiru. "An evaluation of open source software adoption by UK SMEs in the IT industry". Thesis, Brunel University, 2008. http://bura.brunel.ac.uk/handle/2438/4509.
Texto completo da fonteResumo:
This study evaluates the adoption of Open Source Software (OSS) by IT Small to Medium-sized Enterprises (SMEs) in the UK. The growing popularity and acceptance of OSS continues to draw much attention in research and practice. However, researchers and IT practitioners within the UK SME sector still face challenges in understanding the issues that influence the acceptance, adoption, and diffusion of OSS. While previous research studies have focused mainly on the software development model and the unique characteristics of OSS, the area of OSS adoption by UK SMEs has largely been ignored. Furthermore, there is a lack of widely-acceptable theories that explain the adoption of OSS, implying that there is limited understanding of OSS adoption by UK SMEs. This gap in research has led this thesis to evaluate existing adoption theories and then apply the 'Decomposed Theory of Planned Behaviour' to model the adoption of OSS by SMEs. Based on the emerged conceptual model, an innovative and structured qualitative research design that uses a case study strategy was developed to evaluate the adoption of OSS across 10 UK SMEs in the IT industry. The analysis of the standardised data from the case study interviews led to the definition of the 16 factors of an emergent theory of OSS adoption by IT SMEs. The analysis of that empirical model has led to important conclusions including the following five issues, summarily. (1) The participant IT SMEs were drawn to different benefits, and experienced different challenges, in using OSS, suggesting that there is subjectivity and complexity in the factors influencing OSS adoption. (2) As in most Information and Communication Technology (ICT) adoption, ITcapability was identified to be essential for successful adoption of OSS, and therefore, it presents potential for important cooperative and collaborative support with OSS communities. (3) The emergent theory from this research study provide researchers and practitioners with variables for surveying critical-success-factors and a reference model for understanding the adoption of OSS. (4) The emergent theory and other general findings from this study are likely to have relevance in other areas of Information Systems research and practice, owing to the factors and theoretical framework that are common to OSS and general ICT acceptance, adoption, and diffusion. (5) This study appears to be the first that has focused on developing a widely-acceptable theory of OSS adoption by IT SMEs in the UK, suggesting that this innovative research study is a novel contribution that has important implications for theory and practice in OSS and general ICT acceptance, adoption, and diffusion.