Data Collection Procedures. As determined by the participants, 10 interviews were conducted at the clinic, 16 interviews were conducted at the participants’ home, and one interview was conducted at another hospital where the participant was receiving outpatient treatment. All interviews were completed in a single session, though prior to each interview I gave the participant the option of splitting the interview into two sessions. Except for two, all interviews were completed with me and an additional interviewer, an African American retired nurse who had worked most recently as an organizer for a residential community. Both interviewers went through training in qualitative interviewing prior to study interviews and then practiced interviewing volunteers who agreed to be taped for educational purposes. The practice interview tapes as well as the study tapes were reviewed by both interviewers in order to critique the interviewing techniques. The two interviewers exchanged feedback throughout the study in order to improve the interviewing techniques. At the interview appointment, we first reviewed the informed consent procedures with the participant. The entire consent and Health Insurance Portability and Accountability Act (HIPAA) Authorization Form were read out loud (See Appendix C and D). Then the interviewer verbally confirmed that the participant fully understood the procedures and purpose of the study and was still willing to participate. After introducing myself and the other interviewer, I verbally administered the demographic questionnaire (see Appendix E) and the ESAS. This second administration of the ESAS was used to evaluate the current symptom state and to serve as reference for the interview. After the paperwork and instruments were completed, the interview began and the recording started. The recorded interviews lasted approximately 60 minutes on average with a range of 22 to 82 minutes. An interview guide, based on a literature review, served as a template during the interview process. All interviews were audio-taped, two recorders being used simultaneously as a preventive measure against the possibility of data loss. Both interviewers shared the responsibilities of the interview. In general, both interviewers focused on the participant, actively listening while asking questions and probing for more information as needed. I usually began the interview while the interviewer documented procedural details, such as a description of the environment and the appearance of th...
Data Collection Procedures. 4.1 The following are minimal site recording guidelines. Forest HPMs or qualified Heritage Program staff shall determine appropriate data collection procedures commensurate with the historical remains identified.
Data Collection Procedures. Evidence of meeting Teacher goals and the overall quality of a Teacher's professional performance may be gathered by means of several valid and objective procedures. However, the means used must be appropriate and understood by the participants. Because Teacher goals and the Criteria of Effective Teaching can be stated in observable terms, it is assumed that objective observation of Teacher skills will provide valid data for self- assessment and for the review and evaluation of the Teacher's performance. APPENDIX C SUPPLEMENTAL DUTY EVALUATION THIS SECTION MAY BE DISTRIBUTED SEPARATELY TO SUPPLEMENTAL DUTY CONTRACT HOLDERS SUPPLEMENTAL DUTY EVALUATION Supplemental duties performed by Teachers are voluntary. The effectiveness of Teachers performing such duties should be monitored to provide feedback to those performing successfully, to assist those whose performance can improve, and to ensure a positive and fair assessment of each Teacher's performance. Procedures What Who Task/When
Data Collection Procedures. Focus group participants completed a consent form prior to beginning the focus group, and a short survey at the end of the focus group discussion. The survey included questions regarding demographic and garden context. To guide the focus group discussion, a semi-structured discussion guide based on TPB guidelines (Xxxxxxx et al., 2004) was developed to cover topics such as beliefs and risk perception related to soil contamination (Appendix A). The focus group moderator first welcomed the participants, introduced the purpose of the focus group, and then explained the focus group process. Focus groups were facilitated and audio recorded by the first author (C.H.). The focus groups were conducted at quiet meeting rooms at Atlanta libraries and county Extension conference rooms. Data Analysis Focus group recordings were transcribed verbatim, and a code book was developed based on TPB research questions (deductive codes) and salient themes from the focus group transcripts (inductive codes). Two analysts independently reviewed and coded the focus group transcripts. Intercoder agreement was established by comparing the independently coded transcripts and resolving any coding discrepancies through discussion. The coded themes (nodes) were entered into NViVo 10 (QSR International Pty Ld, Melbourne, Australia), and content analysis was performed using NVivo summary reports by Node output to identify themes and patterns based on the primary research questions. Primary themes and summaries were based on frequency of mentions and consistency across focus groups. Descriptive data from the community garden survey were analyzed using STATA 15 (Statacorp LP, College Station, Texas, 2009). Results
Data Collection Procedures. After receiving ethical approval from Nazarbayev University Graduate School of Education Research Ethics Committee the process of data collection started. The letter of ethics approval is included on p.iii. Institutional ethical permission from a research review board is essential (Xxxxxxxx, 2012). The process of data collection started with gaining access to the research sites through providing a letter of invitation and organizing explanatory meetings with school principals. A copy of the letter of invitation to the principal, in English, and Russian are included in Appendix
Data Collection Procedures. After obtaining signed clearance from the principal to conduct the study at Delta Middle School (Appendix A) and approval from the International Review Board (Appendix B), this researcher carried out data collection from November 2019 to January 2020. The process included surveys and semi-structured interviews with 10 parent-participants to gather demographic information and gain insight into perceptions about parenting skills and impact their sons' success in school. A similar format was used with the five school counselors to learn about their professional background and observations of the Latino parent population's parenting skills. The interviews were conducted in their chosen language, Spanish or English, and recorded with their prior approval (Appendix G, H). Each completed interview transcribed and translated into English, when applicable. The process for school counselors was similar. The sessions were conducted only in the English language and recorded with their prior approval (see Appendix G). Afterward, each recording was transcribed.
Data Collection Procedures. The five different schools intentionally chosen were located in different districts of the city for the research. In order to recruit participants meetings were arranged with school principals beforehand to provide information about study purpose. All principals approached except one were eager to help and support this study, since it raised questions of an important social issue in Kazakhstan. However, one of the school principals stated that such problems are not related to their school, since it is located in a new decent area where students and their parents are only focused on academic achievements. As soon as the permission was obtained from school principals, then a meeting with teachers was set up in order to request their participation. Further the time and place of interview was arranged with the biology teachers who agreed to participate. Before the day of the interview, a call was made in advance to confirm the upcoming meeting with each biology teacher. Most of the participants chose to be interviewed at their school during the school break. Five out of nine teachers were from Kazakh speaking schools and four of them were representatives of Russian speaking schools. Due to the ethical consideration in order to provide anonymity, all respondents of the interview were given pseudonyms which were labeled as BT1, BT2 and etc. With the permission of the participants, all data was recorded as well as taking reflective notes throughout the interview process that could be referred to during the analysis. The collected interview data was stored securely on a personal laptop which is password protected. All audio taped information was transcribed in written form with no personal information about interview respondents. The data collection process lasted approximately one month. Data Analysis The data analysis process followed the techniques described by Xxxxxx X. Xxxxx and Xxxxx X. Xxxxx (2015) and Xxxxxxx (2013). The recorded audio data were transcribed and translated in English. These translated transcriptions of the taped interview were summarized to highlight particular insights. After analyzing the transcribed data then began the manually decoding or reflecting on the data to determine the deeper meaning (Xxxxxxx, 2013). Then the encoding process was employed to label the text. During the multiple listening and reading the gathered data, certain words and phrases were repeated by participants in all interviews. In order to identify emerging themes ...
Data Collection Procedures. Ethical principles and standards are important components of research. First, the description of the research procedure was provided to the review board of Nazarbayev University and approval was gained to conduct fieldwork (Xxxxxxxx, 2014). Furthermore, permission to conduct the research was obtained from the principals first and then gatekeepers who helped to contact the participants. I called the principal of two schools and told them about my research and obtained permission. Then my gatekeepers were head teachers for scientific and methodological work who gave me teachers’ telephone numbers and organized a meeting with them. I held a meeting with teachers to explain my research and invited them to be my participants. They were acquainted with the purpose of the study, their rights, potential benefits, and possible risks.The selection of participants was on a voluntary basis and they were provided with a consent form prior to the interview which the participants signed on the day of the interview. The teachers were interviewed in the online and in school (four online, one in an empty classroom). Furthermore, the time and location were agreed upon. All interviews were conducted in Kazakh, according to the participants’ preference; the shortest interview lasted 30 minutes, the longest interview lasted 110 minutes. An audio recorder was used, with the participants’ permission, to tape the interview. Afterwards, I transcribed the audio data and translated the transcripts into English. All five interviews were conducted between the 22nd of December and the 7th of February, 2022.
Data Collection Procedures. The qualitative research method requires the permission from the gatekeepers to gain access to variety of individuals. Accordingly, to interview the students, teachers and DP coordinator, I first approached the school leadership (principal) to seek permission to conduct study at the school. Soon after I received the ethics approval from NU GSE (Appendix A), I obtained the principal’s permission and identified the participants. The purpose, research questions, methods and other details about study were presented in a written form to the principal (Appendix B and Appendix C). After obtaining permission from the principal, the DP coordinator and teachers’ were identified and invited to participate in the study. With their willingness to voluntarily participate in the study, the date-time and place for interviews was decided. Secondly, according to the Law of children rights (2002) Article 1 children until 18 years old do not have the right to give independent permission to participate in a study, consequently their parents’ permission was taken. Only after that the focus group interview or one-on-one interview took place. The students’ interviews were taken during the school hours, therefore it was necessary to allocate the time and place with vice-principal on educational work, deputy principle and tutors. The last interview group – parents, was also identified and recruited by providing them with a written form of research purpose, questions and method. While recruiting the participants, I shared with them all details about the study including the nature, purpose and duration of interviews and focus-group discussions, and their rights
Data Collection Procedures. As soon as the Nazarbayev Universty Graduate School of Education (NUGSE) Ethics Committee sent approval to conduct the study, the researcher contacted the participants via telephone and sent an informed consent form via WhatsApp messenger. The consent detailed the main features of the study: its topic and purpose, expected duration of the interview, the risks and benefits, the rights of participants, and contact information in case participants have any questions, concerns or complaints about the interview (see Appendix 2). The informed consent forms are important because, as Xxxxx et al. (2007) defined, the information included in the consent form influences the decision of participants whether to participate in the research or not. After reviewing the consent forms and agreeing to take part in the interviews, the participants were contacted again to schedule a convenient day, time, and place to be interviewed. Prior to the interview, each respondent signed two copies of the consent form and returned one copy to the researcher. Before the interview, the participants were reminded about the purpose of the research; the measures taken to ensure anonymity and confidentiality of the interviewee, and that interviews would be recorded. Each interview was conducted individually in the places preferred by the participants for their convenience and comfort. The interviews were audio-recorded All interviewees preferred to converse in Russian. Along with recording, the researcher took notes in the provided spaces in the interview protocol. Following the interview, the respondents were shown these notes to ensure their reliability. The participants interviewed via telephone followed the same procedure as described. The researcher used a Cube ACR recorder on a smartphone to record the telephone interview. All audio-recorded interviews were transcribed. Two of them were transcribed using online software Trint and Sonix, while the researcher transcribed the remaining four manually. Then the transcribed data was translated into English for further data analysis.
