Book•
Qualitative research & evaluation methods
01 Jan 2002-Iss: 1
TL;DR: In this paper, conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
Abstract: This book explains clearly conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, Complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
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TL;DR: In this paper, a qualitative study was conducted to understand academic motivation from the perspective of students' task persistence, academic performance, and college selection, and the results showed that academic motivation is important for student persistence and academic performance.
Abstract: Academic motivation is important for students’ task persistence, academic performance, and college selection. The goal of this qualitative study was to understand academic motivation from the stude...
90 citations
Cites background from "Qualitative research & evaluation m..."
...Transferability considers the ability of the data to be transferred, or as Patton (2002) described it, extrapolated, to other situations....
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10 Jun 2014
TL;DR: In this article, the authors developed and conducted different forms of summative and formative evaluation putting an emphasize on critical friendship between student and professor (coauthors of this account). For realization of critical friendship, they utilized video records of teaching.
Abstract: This action research project was realized as a part of course “Methodology of Education” during one semester. We intended to improve evaluation of high-school teaching. We devised and conducted different forms of summative and formative evaluation putting an emphasize on critical friendship between student and professor (coauthors of this account). For realization of critical friendship we utilized video records of teaching. At the end of teaching we offered to students different questionnaires and evaluation sheets, we conducted open standardized interview with the group of students, and realized workshop which was dedicated to evaluation of higher education teaching. Our research showed that students as subjects of educational process could actively participate in evaluation, and their comments and suggestions could stimulate the teacher to improve all phases of teaching process, along with evaluation. We consider that evaluation of higher education teaching could be improved by education of teachers and students about importance of evaluation for the quality of teaching process and different ways of including students in this process that was obtained at a professional meeting for teachers at the Philosophical Faculty of Osijek.
90 citations
Cites methods from "Qualitative research & evaluation m..."
...Formative evaluation relies on different type of data, qualitative indicators being especially important (Patton, 2002)....
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TL;DR: Nine categories of protective factors positively associated with health and social outcomes were identified, including: current and/or future aspirations, personal wellness, positive self-image, self-efficacy, non-familial connectedness, familyconnectedness, positive opportunities, positive social norms, and cultural connectedness.
Abstract: Exposure to protective factors, conditions that protect against the occurrence of an undesirable outcome or promote the occurrence of a desirable outcome within an adolescent’s environment, can foster healthy adolescent behaviors and reduce adult morbidity and mortality. Yet, little is known about the nature and effect of protective factors on the positive social and health outcomes among American Indian and Alaska Native (AIAN) adolescents. We conducted a review of the literature to identify the protective factors associated with positive health outcomes among AIAN adolescents. We consulted Elsevier Science Direct, ERIC EBSCOhost, PubMed, and the Web of Science databases. A total of 3421 articles were encountered. Excluded publications were those that did not focus on AIAN adolescents (n = 3341), did not identify protective factors (n = 56), were not original research studies (n = 8), or were not written in the English language. We identified nine categories of protective factors positively associated with health and social outcomes, including: current and/or future aspirations, personal wellness, positive self-image, self-efficacy, non-familial connectedness, family connectedness, positive opportunities, positive social norms, and cultural connectedness. Such factors positively influenced adolescent alcohol, tobacco, and substance use; delinquent and violent behavior; emotional health including depression, suicide attempt; resilience; and academic success. Protective factors spanned multiple domains of the socio-ecological model. Strengths-based health promotion efforts that leverage local, innate protective factors and work with AIANs to create environments rich in protective factors are key to improving the health and wellbeing of AIAN adolescents.
90 citations
Cites methods from "Qualitative research & evaluation m..."
...We used inductive content analysis to identify recurring themes among the identified protective factors, and then developed a thematic categorization system (Patton, 2002); in this case, themes identified in three or more publications are determined to be recurring....
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TL;DR: This article conducted interviews with 13 undergraduate chemistry students to understand how their laboratory experiences shape their affective learning, and found that students may not possess the vocabulary to precisely describe their experiences in the chemistry laboratory.
Abstract: Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students’ affective experiences in the chemistry laboratory can be a very difficult task. While attitudinal surveys offer some insights, an inherent limitation of such fixed-response surveys may prevent students from expressing how their laboratory experiences shape their affective learning. Conducting interviews, however, affords researchers the opportunity to hear students describe learning in their own words. One challenge with interviews is that students may not possess the vocabulary to precisely describe their experiences. Therefore, the purpose of this study was to conduct interviews that encouraged and enabled students to verbalize their feelings about learning in the undergraduate chemistry laboratory. Interviews were conducted with 13 students wh...
90 citations
TL;DR: In this paper, the authors explore the dynamics of institutional constraints and the reaction of business to such constraints and propose a conceptual framework of home country pressures influencing multinational enterprises' international operation, and the variation of their impact across industries and firms.
89 citations
Cites methods from "Qualitative research & evaluation m..."
...14 In step two, we conducted in-depth analysis of the four industry sub-cases to identify institutions and institutional actors and business strategies (Patton 2002)....
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...In step two, we conducted in-depth analysis of the four industry sub-cases to identify institutions and institutional actors and business strategies (Patton 2002)....
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