Data Collection Instruments Clause Samples

Data Collection Instruments. To answer the research sub-questions, semi-structured one-to-one interviews were used. Interviews allow participants to voice their experiences and perceptions (▇▇▇▇▇▇▇▇, 2012). Also, interviews are utilized when researchers wish to learn more about a certain phenomenon, situation, or combination of experiences from respondents, and the purpose is to develop as full a picture as possible from the participant's words (deMarrais and ▇▇▇▇▇, 2003). According to ▇▇▇▇▇▇ et al. (2016), one of the advantages of semi-structured interviews is permitting the interviewer to invent follow-up questions based on the participants' answers and letting the interviewer and participant interact in a reciprocal manner (pp. 2954-2965). Semi-structure interviews allow the researcher to have some control over the research process, which is not the case in unstructured interviews. Interviews helped to identify what is the role of school psychologists in career guidance, understand their perceptions of career guidance, the challenges in the process, the reasons why these problems occur, and find out how they deal with these challenges.

Data Collection Instruments. ‌ ▇▇▇▇▇▇-▇▇▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇▇▇ and ▇▇▇▇▇ (2018) used a survey instrument with questions focusing on each type of PVRC bullying and sub-questions helping to distinguish bullying perpetrators and victims. It consists of four statements where each statement describes one type of PVRC bullying with following sub questions (for example: How often do you do this?) to which students answer using the scale from 0 (never) to 5 (all of the time). Additionally, they investigated differences in bullying victimization and perpetration based on gender (▇▇▇▇▇▇-▇▇▇▇▇▇▇▇▇▇ et al., 2018). Similarly, when exploring PVRC bullying, the present study has duplicated the study conducted by ▇▇▇▇▇▇-▇▇▇▇▇▇▇▇▇▇ et al (2018) and used the data collection instrument developed by them. In addition to the variables of the research study mentioned above, the current study investigated ethnicity, language of instruction, academic performance and residence and determined if there was any relationship between these variables. Due to the fact that there is a lack of tools to measure bullying in Kazakh or Russian, the present study used the above mentioned tool and was guided with the strategy of ▇▇▇▇▇ and ▇▇▇▇▇▇’s (2018) study, when researchers translated existing scale, which is the Child-Adolescent Teasing Scale (CATS), and adapted it for Turkish context. The participants in this study are highly competent in English. However, in order to avoid any language barrier and possible misunderstandings, the present study followed translation procedures such as back-translation method and made necessary revisions for unclear expressions.

Data Collection Instruments. For this study, I was interested in the sense of belongingness variable as an outcome. Thus, sense of belongingness is the dependent variable and the other social connection variables were classified as independent variables. The student independent variables will now be discussed further.

Data Collection Instruments. Qualitative interviewing was found as the most relevant research instrument to apply to this study, since “it is a flexible and powerful tool to capture the voices and the ways people make meaning of their experience” (Rabionet, 2011, p. 563). This type of interview also allows the researcher to expand interviewee’s answers by asking follow-up questions, at the same time keeping the control of the sequence of the questions related to the study. Overall, there were ten questions developed by the researcher to get detailed answers on the principals’ perspectives on the school policies and equity issues. Before conducting the interviews, the questions were examined in a pilot interview by a school Vice-Principal whom the researcher personally knew well. According to ▇▇▇▇▇ (2007), using the pilot tests helps to reveal potential limitations and shortcomings of the developed interview questions and to make necessary changes before implementing the investigation. Hence, questions had minor changes in terms of their sequence, and the final version was translated from English into Russian and Kazakh languages. Respondents chose which language they preferred to be interviewed in. The first two questions asked about the principals’ work experience in their educational organizations, general information about the school as well as the admission criteria. The remaining questions were about their personal views on equity and the school admission policies. The conversations concluded with the principals’ suggestions and recommendations on gifted education policies

Data Collection Instruments. ‌ The Investigator will prepare and maintain adequate and accurate source documents designed to record all observations and other pertinent data for each subject who signs informed consent. Study personnel at each site will enter data from source documents corresponding to a subject’s visit into the protocol-specific electronic CRF when the information corresponding to that visit is available. Subjects will not be identified by name in the study database or on any study documents to be collected by the Sponsor (or designee), but will be identified by a site number, subject number and initials. If a correction is required for a CRF, the time and date stamp tracks the person entering or updating CRF data and create an electronic audit trail. The Investigator is responsible for all information collected on subjects enrolled in this study. All data collected during the course of this study must be reviewed and verified for completeness and accuracy by the Investigator. A CD containing the CRF data will be provided to the site to be retained with the essential documents at the Investigator’s site at the completion of the study.

Data Collection Instruments. ‌ Recruitment & Data Collection‌ Data Analysis‌ Student Contribution to Thesis‌ Chapter IV - Manuscript‌ Introduction‌ Purpose Statement & Research Questions‌

Data Collection Instruments. In addition to the researcher, the interview, which consisted of open-ended questions, was an essential component of this study. ▇▇▇ (2003) states that case studies may gather data using a variety of methods, including questionnaires, interviews, observations, and written reports from the individuals. The purpose of using in-depth interviews in this study was to get a vivid picture of the participant's opinion on the study issue (▇▇▇▇▇▇, ▇▇▇▇▇▇ & ▇▇▇▇, 2008). Further, semi-structured interviews allowed me to obtain a clear image of teachers’ adaptive learning experiences in gifted education while allowing for follow-up and investigative inquiries.

Data Collection Instruments. The interview protocol was an instrument for data collection (see Appendix A). Semi-structured interviewing allowed to change the order of questions or rephrase for participants in order to gather more information valuable for the study. The interview protocol consisted of two parts. The first part included questions regarding relationships at the workplace with department chairs, such as “What do you think about the attitude of the head of your department towards you?” The second part tried to reveal if there is an informal mentorship between the young female faculty member and a department chair. For example, “Can you name your department chair as your informal mentor?” These questions were designed from categories that emerged from the literature review and the conceptual framework. Before conducting the actual interview, I pilot tested the instrument on a former female faculty member. Piloting interview helped to find a logical sequence of order of the questions and detect the approximate time of the interview.

Data Collection Instruments. This section will describe the data collection instrument used to conduct the research. A semi-structured interview was chosen for data collection. Semi-structured open-ended interviews suit in-depth investigation of the phenomenon because the researcher is able to ask specific and prepared questions, but at the same time may change them during the interview to ask supporting questions to gain more in depth information (▇▇▇▇▇▇▇▇, 2007). The prepared questions ensured comprehensive coverage of crucial topics related to the main research question. A copy of the interview questions, in English, and Russian, are included in Appendix B. The interviews lasted approximately one hour and were audio recorded with the permission of the participant. Five of the interviews were in Russian, because all students are fluent in this language and Russian is the language of instruction at both schools. Only one participant decided to choose English as the language of the interview. The interviews were held outside of the school to ensure confidentiality for the participants. The researcher made notes during the interview on the interview protocol, to record observations about the nonverbal behavior of the participants. The recorded versions of interviews were transcribed. Each participant’s name was replaced with a pseudonym.