for Journals by Title or ISSN
for Articles by Keywords
Followed Journals
Journal you Follow: 0
Sign Up to follow journals, search in your chosen journals and, optionally, receive Email Alerts when new issues of your Followed Journals are published.
Already have an account? Sign In to see the journals you follow.
Journal Cover The Qualitative Report
  [1 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Online) 1052-0147
   Published by Nova Southeastern University Homepage  [3 journals]
  • “Something for everyone”: Monique Hennink’s Focus Group Discussions:
           Understanding Qualitative Research

    • Authors: Stephanie Fitzsimmons
      Abstract: One question many ask in qualitative research is “Am I doing this right'” In her new book, Focus Group Discussions: Understanding Qualitative Research, Monique Hennink expertly shares with the reader suggestions and pitfalls of conducting focus group discussions. She shares these ideas and suggestions through conversation, research and anecdotal stories demonstrating the types of situations that one could experience when conducting a focus group discussion. Hennink dedicates a portion of the book to the importance of a robust methods discussion in supporting one’s write-up; as well as guidelines for writing-up research and assessing others published work (validity, reliability, credibility). Newcomers to this research method will find techniques to make improvements in focus group discussions both in the academic environment and the corporate world. This book has something for everyone.
      PubDate: Mon, 18 Sep 2017 06:28:19 PDT
  • Flint’s Children: Narratives on Hope

    • Authors: Christin L. Carotta et al.
      Abstract: Hope plays an important role in resiliency, well-being, and buffering against adversity. To explore children’s experiences with hope while developing in low-income communities, we conducted interviews with twenty-one children residing in Flint, Michigan, ages 9-12 years. Research questions focused on the specific hopes children have, the importance they ascribe to different hopes, and their experiences of feeling hopeful or less hopeful about desired outcomes. Children expressed interrelated hopes across multiple social-ecological domains, including hopes for themselves, hopes for their interpersonal relationships, and hopes for the community. Children placed particular importance on their hopes of helping others, which included providing for their families and aiding others in the community. Children, however, expressed uncertainty regarding their hopes related to career aspirations, academic achievement, financial stability, and obtaining basic needs. Our findings expand upon what is known about children’s internal dialogues with feeling hopeful or less hopeful about desired outcomes in low-income communities. These findings can enhance community and school-based programming so they further align with the specific hopes that children have, and attune to areas in which children in impoverished communities are most in need of hope-engendering strategies.
      PubDate: Mon, 18 Sep 2017 06:28:14 PDT
  • Preservice Teachers’ Perceptions of Using iPads with Students with
           Learning Disabilities

    • Authors: Daljit Kaur
      Abstract: Preservice teachers reflected on their experiences teaching mathematics to ten students using iPads. The students had learning disabilities and were tutored over 5 consecutive weeks. Teachers reflected weekly for 5 weeks then responded to an online open-ended survey regarding their overall teaching experience. Findings suggest that the experience allowed preservice teachers to gain helpful insight, knowledge, and ideas on how to use iPads as an instructional tool.
      PubDate: Mon, 18 Sep 2017 06:28:10 PDT
  • “… you don’t come to this school... to show off your hoodies”:
           Latinas, Community Cultural Wealth, and an Early College High School

    • Authors: Leslie A. Locke et al.
      Abstract: Early College High Schools (ECHS), recent school reforms in the U.S., were designed as social justice, equity-oriented interventions to increase educational opportunity for students from traditionally marginalized and underserved groups. The purpose of this qualitative inquiry was to understand and examine the perceptions and experiences of eight Latina students, regarding their motivation and persistence in an ECHS. Yosso’s Community Cultural Wealth (CCW) framed the analyses. Findings demonstrated the students relied on several forms of CCW to support their motivation and persistence. However, observations and prolonged engagement in the ECHS setting revealed deficit perspectives held by some teachers and incidents of racist mocking occurring between some teachers and students. Resultantly, the students’ CCW was undermined as well as the school’s social justice imperative. Recommendations relevant to the early college context are provided.
      PubDate: Mon, 18 Sep 2017 06:28:05 PDT
  • How Do Immigrant Students Develop Social Confidence and Make Friends in
           Secondary School' A Retrospective Study

    • Authors: Shyanna Albrecht et al.
      Abstract: This paper pertains to a retrospective study of immigrant students’ experience of making friends and gaining social confidence in secondary school. In the study, 17 undergraduate students participated in either a one-to-one semi-structured interview or focus group. Questions were asked to understand their experiences in making friends and gaining social confidence when they came to Canada between grades five to nine. Thematic analysis (Braun & Clarke, 2006) was used to analyse the data. This method was useful in looking for commonalities in meaning in participants’ responses. In total, seven themes and 20 subthemes were discovered, which are discussed in detail. Implications for school professionals are discussed along with suggestions for future research.
      PubDate: Thu, 07 Sep 2017 16:09:31 PDT
  • “It helps if you are a loud person”: Listening to the Voice of a
           School Student with a Vision Impairment

    • Authors: Jill Opie et al.
      Abstract: Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a student with a vision impairment' The participant in this Interpretative Phenomenological Analysis study was Edward (pseudonym), a student in his final year of secondary schooling. Edward encountered significant barriers to inclusion, specifically teaching, technology, administrative inflexibility, and restricted social engagement. The participant has become resilient with a strong sense of self and has developed a range of personal strategies to address his challenges. It is evident that Edward was rarely asked about his needs and perceptions, rather decisions were made for and about him by those without a vision impairment. Educators require a clearer understanding of vision impairment and the impact that their often unintentionally exclusionary teaching practices may have on the educational experiences of their students.
      PubDate: Thu, 07 Sep 2017 16:09:27 PDT
  • Connecting Theory, Knowledge, and Practice: A Review of Action Research
           for Nurses

    • Authors: Gary Yu Hin Lam
      Abstract: Nurses are faced with everyday demands to improve practices, yet using research to develop and apply theory, knowledge, and practices is a task fraught with challenges to the nursing profession. McDonnell and McNiff (2016) offer a practical guide for novice nursing practitioners and researchers to understand and conduct action research.
      PubDate: Thu, 07 Sep 2017 16:09:24 PDT
  • Navigating the Academy: An Autoethnographic Approach to Examining the
           Lived Experience of African American Women at Predominantly White
           Institutions of Higher Education

    • Authors: Kiesha Warren-Gordon et al.
      Abstract: This study explores the lived experience of two African American women working at predominately white institutions of higher education. A review of the literature suggests research that examines the experiences of African American women in academe is limited. Using an autoethnographic approach, we explore our experiences and how we navigate our roles. Findings suggest that when the appropriate mentoring is in place African American women have a more positive experience navigating the promotion and tenure process.
      PubDate: Thu, 07 Sep 2017 16:09:20 PDT
  • The Chameleon Characteristics: A Phenomenological Study of Instructional
           Designer, Faculty, and Administrator Perceptions of Collaborative
           Instructional Design Environments

    • Authors: Papia Bawa et al.
      Abstract: While several professionals, organizations and departments may be a part of the instructional designing process usually faculty, instructional designers, and administrators are key stakeholders and collaborators. Although there are some studies related to the process of instructional designing, there is little by way of research that has investigated the stakeholders’ perceptions of the key characteristics of effective collaboration within instructional designing projects. Thus, there is a gap in our understanding of the phenomenon of instructional designing project collaboration. This hermeneutic phenomenological study seeks to add to the literature by sharing the perceptions of seven stakeholders in different roles, who have collaborative instructional designing experiences within Midwestern higher education institutions. Practitioner and research implications are also discussed. The data revealed nine core characteristics perceived as crucial to effective collaboration within instructional design projects. These characteristics are discussed using the metaphor and associated acronym of CHAMELEON (Communication, Humility, Adaptability, Mentorship, Empathy, Looping, Engagement, Oscillation, Networking).
      PubDate: Sat, 02 Sep 2017 09:00:55 PDT
  • Successful with STEM' A Qualitative Case Study of Pre-Service Teacher

    • Authors: Stacie H. Nowikowski
      Abstract: This research is a qualitative case study of pre-service teachers’ experiences with a Science, Technology, Engineering, and Mathematics (STEM) module during a middle level interdisciplinary course in the teaching of mathematics and science. Data were collected through document analysis of participant reflection journals (during six distinct stem tasks) and college curriculum as well as an analysis of researcher observations of the STEM activities. While the first and last tasks were reflective and designed to identify pre-existing STEM experiences and post-module knowledge, respectively, the other four STEM tasks simulated student-centered STEM activities common to the middle level classroom. The data were analyzed for patterns and significant experiences among participants. Findings indicated that participants perceived little to no experiences with STEM in K-12 education and other college courses despite contradicting data from required college coursework. As the module progressed, participants developed improved self-efficacy and expanded definitions for the teaching of STEM at the middle level. Future recommendations include more purposeful connection of teaching methodology and STEM content courses taught in isolation. Additional research is needed in more consistent and authentic STEM field placements for the continued growth and support of STEM in middle level teacher preparation.
      PubDate: Sat, 02 Sep 2017 09:00:51 PDT
  • Nine Potential Solutions to Abate Grade Inflation at Regionally Accredited
           Online U.S. Universities: An Intrinsic Case Study

    • Authors: David Blum
      Abstract: Grade inflation must be abated. The effect of grade inflation weakens academic standards to the point where accurately assessing levels of competency and student knowledge is difficult to determine. Using intrinsic case study design, I contacted 411 online instructors in the United States exploring potential solutions to abate grade inflation. Of 411 faculty members contacted via personal e-mail, 27 instructors at three regionally accredited online universities in the United States agreed to be interviewed by the use of an interview protocol and recorded via Skype. The research question guiding the study was “What are potential solutions to abate grade inflation'” The research addressed a gap in research related to potential solutions to abate grade inflation at online universities located in the United States. Concepts developed from data analysis were (a) use rubrics, (b) revising student evaluations (c) re-evaluating academic policies, (d) instituting objective exams, (e) instructor training program, (f) take instructors out of grading, (g) pass / fail grading, (h) ranking rather than GPA, and (i) best practices.
      PubDate: Sat, 02 Sep 2017 09:00:47 PDT
  • Qualitative Marketing Research: The State of Journal Publications

    • Authors: Maria Petrescu et al.
      Abstract: Qualitative methods in marketing have become essential not only for their classical advantage in consumer behavior, but also for their benefits in dealing with big data and data Qualitative methods in marketing have become essential not only for their classical advantage in consumer behavior, but also for their benefits in dealing with big data and data mining. Research from International Data Corporation (IDC) shows that when it comes to online data, unstructured content accounts for 90% of all digital information. Under these circumstances, this study provides a literature review and analysis on the role and relation of qualitative methods with quantitative methods in marketing research. The paper analyzes research articles that include qualitative studies in the top marketing journals during the last decade and focuses on their topic, domain, methods used and whether they used any triangulation with quantitative methods. Starting from this analysis, the study provides recommendations that can help better integrate qualitative methods in marketing research, academics and practice.mining. Research from International Data Corporation (IDC) shows that when it comes to online data, unstructured content accounts for 90% of all digital information. Under these circumstances, this study provides a literature review and analysis on the role and relation of qualitative methods with quantitative methods in marketing research. The paper analyzes research articles that include qualitative studies in the top marketing journals during the last decade and focuses on their topic, domain, methods used and whether they used any triangulation with quantitative methods. Starting from this analysis, the study provides recommendations that can help better integrate qualitative methods in marketing research, academics and practice.
      PubDate: Sat, 02 Sep 2017 09:00:44 PDT
  • The Song (Does Not) Remain the Same: Re-Envisioning Portraiture
           Methodology in Educational Research

    • Authors: Spirit D. Brooks
      Abstract: This conceptual paper explores how portraiture methodology re-envisioned was used in an educational research project with white teachers. What qualifies as authentic voice and an appraisal of how portraiture and auto-ethnography hold up against the critique of voice-centered research made by Lather (2009), Mazzei and Jackson (2012a) and English (2000) are discussed in the context of the author’s personal narrative journey to the use of portraiture methodology. Next, the trail blazing methodological contribution portraiture makes by allowing an expansion of creative research methods in education is discussed.
      PubDate: Sat, 26 Aug 2017 07:51:27 PDT
  • The Insiders’ Experience of an Undergraduate Level Ethnographic
           Fieldwork Training Program in India

    • Authors: Abhradip Banerjee et al.
      Abstract: Research on fieldwork experiences is not something new to the discipline of Anthropology. However, undergraduate level ethnographic fieldwork training programs in India as a research area still remained unexplored. The purpose of the study described in this paper was to explore the proceedings of undergraduate level ethnographic fieldwork training programs in India. This article uses the authors’ own recollections regarding an undergraduate level ethnographic fieldwork training program carried out by a college affiliated with the University of Calcutta. All four authors along with their 21 fellow students have participated as trainees in this fieldwork training program. Through a qualitative analysis of these recapitulated events involving the acts of “preparation before the field trip,” “doing fieldwork” right up to “writing of field reports,” the study stresses one of the less emphasized and methodologically significant issues of education and the socialization process the trainee fieldworkers pass through while doing fieldwork. This article illuminates how the real-time field exposure guides naïve students to realize the utility of different research tools, techniques, methods, and some of the true requirements of an ethnographic fieldwork.
      PubDate: Tue, 22 Aug 2017 09:45:04 PDT
  • “From the Edge of the Abyss to the Foot of the Rainbow – Narrating a
           Journey of Mental Health Recovery” The Process of a Wounded Researcher

    • Authors: Samantha J. Robertson et al.
      Abstract: In the UK, mental health service users are asked to “tell their stories” within clinical settings as a tool for diagnosis, formulation and treatment plans. Retelling, reliving and reflecting on traumatic and distressing experiences is not a benign activity. Yet the process of reframing lived experience within a personal narrative could support the development of: a more positive identity; self-management skills and improved social connections (Slade, 2009) and therefore contribute to mental health recovery. This is an exploration of my process as a wounded researcher in the development of a version of my narrative as an autoethnography. I developed a series of 54 vignettes that described memories of my lived experience. To start, I used memorable quotes - the voices of others within my narrative. Developing and analyzing my autoethnography was visceral. It highlighted aspects of my process (and the likely process of others) and raised many unresolved dilemmas. For example: what was left out or left unsaid and the issue of “narrative truth” (Craib, 2004); reordering the vignettes for coherence; the role of relational ethics; and the impact on my identity of this difficult on-going process. It impacted on my mental health, but it has been a crucial part of my recovery.
      PubDate: Tue, 22 Aug 2017 09:44:58 PDT
  • The Construction of “Discomfort Psychological”: An Exploration of
           Italians Teachers' Reports

    • Authors: Antonio Iudici et al.
      Abstract: Although there are several studies on youth problems in school, there are few studies on how teachers report psychological discomfort of the students and on what criteria does their procedure. Considering that schools increasingly make such reports to social or neuropsychiatry services, we wanted to find out whether it is flawless (bias, etc.) and how it can affect a student's career. This research presents an investigation on how the practice of signaling "psychological discomfort" at school is set up. Objects of the survey are the procedures used by the teachers to submit the psychological problems. The research subjects were Secondary School teachers. In this research, we used qualitative research methods. We specifically chose to use a semi-structured interview. The data analysis was conducted in line with the analysis of the conventional content. From an analysis of the responses, it is possible to highlight that there is no generally agreed description of psychological discomfort, that the criteria for identifying distress are different and that the way in which they follow the reporting procedure varies very much from teacher to teacher. Finally, we discuss the implications of individualized reports both for the school course of the student and for the requirements of the teachers.
      PubDate: Tue, 22 Aug 2017 09:44:53 PDT
  • The Use of WordPress in Online Focus Group Studies

    • Authors: Mary E. Hancock
      Abstract: Focus groups have long been used as a qualitative research methodology to gather information on a particular topic in a non-threatening setting. Adapting the traditional face-to-face (FTF) focus group to the online environment is a natural adaptation in the use of advanced technology for local and national research. The anonymity of the online environment is non-threatening allowing for open discussion. WordPress® provides a secure, easy to navigate website to conduct focus group research. Upon completion of a research study, the participant’s typed responses can be downloaded into a Word document to upload in to a qualitative data analysis program. WordPress® provides the novice and experienced qualitative researcher an alternative to the traditional focus group.
      PubDate: Fri, 18 Aug 2017 12:20:25 PDT
  • Between Paradigms: Becoming a Pathological Optimist

    • Authors: Carol Isaac
      Abstract: Using an autoethnographic poststructural lens, I examined my academic journey in becoming a qualitative methodologist. I integrated my mentor’s maxims such as, “the institution will not love you back,” “prisoner of your words,” “make plans; if they don’t work, make new plans,” “one has mentors and tormentors and both help shape us,” “ever the opportunist,” “strategic groveling,” “a mosaic approach to mentoring” and “just get naked.” Despite paradigmatic contradictions between my doctoral and postdoctoral experiences, I gained much from working between the polarities of the social science and biomedical discourse. In time, I became a “pathological optimist,” one of the many lessons learned from an academic mentor that eventually led to my professorship.
      PubDate: Wed, 16 Aug 2017 11:40:20 PDT
  • Facilitating the Transition from Military Instructor to Academic Educator:
           Cognitive Apprenticeship in Teacher Induction at the United States Air
           Force Academy

    • Authors: Thomas T. Swaim
      Abstract: This article examines teacher induction in the military undergraduate education context. The U.S. Air Force Academy relies on approximately 520 military and civilian instructors to educate nearly 4000 future military officers each year. These educators must be highly skilled and unquestionably capable in their abilities to teach these future leaders. Many of these instructors derive from highly technical active duty operational career fields (such as pilot, missile operator, etc.). This article reveals how Collins’, Brown’s, and Newman’s (1989) theory of cognitive apprenticeship is manifested within teacher induction experiences at the U.S. Air Force Academy. Using a qualitative multiple-case study approach, this research integrated data from observations, interviews, and participant journals to reveal how the six methods of cognitive apprenticeship (modeling, coaching, scaffolding, articulating, reflecting, and exploring) are facilitated in the individual operator-to-educator transition experience. The findings from this study inform faculty orientation and faculty development policies and processes within the U.S. Air Force Academy and bear implications for civilian post-secondary educator induction processes as well.
      PubDate: Wed, 16 Aug 2017 11:40:16 PDT
  • Sexting and Young People: A Review of the Qualitative Literature

    • Authors: Andrea Anastassiou
      Abstract: The term “sexting” refers to the sending and receiving of sexually explicit imagery via some form of virtual messaging. Although sexting is by no means restricted to young people, it is the participation of young people and its effect on their well-being that have led to widespread concern from parents, educators, and the media alike. Ringrose, Gill, Livingstone, and Harvey (2012) argued that this “media panic” exists in response to a predominantly adult discourse with little input from the teenagers and young people who engage in sexting. As such, this paper will review the small but emerging field of qualitative research into teen sexting (TS) to identify the effect of sexting on the well-being of young people. Findings from this review indicate that many young people viewed sexting as “fun” (Lippman & Campbell, 2014) and amusing (Burkett, 2015). Moreover, sexting can be part of a sexual-experimentation phase for teens who are not ready to engage in physical sexual activity. Negative effects on well-being including reputational damage are also discussed. It is concluded that researchers must continue to use creative, participatory methods with young people to further explore the well-being effects of this complex form of communication.
      PubDate: Wed, 16 Aug 2017 11:40:11 PDT
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
Home (Search)
Subjects A-Z
Publishers A-Z
Your IP address:
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016