Qualitative methods. We utilized qualitative methods to explore perceptions, experiences and opinions which influence the acceptability and uptake of PNS among key and priority populations such as disclosure of HIV status to sexual partners, partner communication around HIV testing and relationships dynamics. We collected qualitative data using in-depth interviews (IDIs) and focus group discussions (FGDs) between June and July 2019 in all the 11 STEPS Project sites.
Qualitative methods. Despite the usefulness of the quantitative data, to fully assess the process and meaning of NCLB implementation in schools, I collected qualitative data. Through qualitative methods, I sought to ―witness how those studied perceive, feel and act in order to understand their perceptions, feelings and behavior more fully and intimately‖ (Lofland, Snow, Xxxxxxxx, and Xxxxxxx 2006). There are several reasons a qualitative research design was necessary for this study. First, quantitative research designs are particularly good at assessing outcomes; however, they are less adept at illuminating the processes that led to these outcomes (Xxxxxxx 1998). Since this study emphasizes process-oriented research questions my design must enable me to capture this type of data. In addition, I formulated a project intent on capturing the meaning of the implementation process for teachers. In other words, I wanted to explore how my respondents made sense of the events and behaviors associated with NCLB implementation. This type of nuanced interpretation is something best revealed by a qualitative design (Xxxxxxxx 1994). Thus, a qualitative design using in-depth interviews allowed me to address specific research questions that could not be answered using QLTE data. In particular, the interview data allowed me to address three of my particular research interests: The meaning of working conditions for teachers working under NCLB. Teachers‘ understandings of their job satisfaction and career plans. How schools and teachers interpret and manage NCLB. To collect these data I conducted in-depth interviews of teachers across three schools. In addition to interviewing teachers, I also interviewed school and district administrators in charge of implementing NCLB. In total, I conducted 54 teacher, 6 school-level administrator, and 3 school district administrator interviews for a final sample size of N=63.13 I selected these respondents to represent the multiple organizational levels outlined in the theoretical framework. Case Selection The process of case selection involved both practical and theoretical criteria. To accomplish both of these goals, I employed a purposeful sampling technique based on convenience. This technique allowed me to focus the sample around the purposes of the 13 My original sample included school and district administrators. For a variety of reasons discussed in this chapter, I did not include these data in the analysis presented here. My future research will dra...
Qualitative methods. The qualitative evaluation performed will rely on the judgment of experts in the case companies. The techniques include questionnaires, structured and semi-structured interviews. The qualitative results are used to augment the quantitative results (see Section 2.2). The principal advantage of using qualitative methods is that they help to answer questions about variables that are otherwise difficult to measure such as motivation, perception, and experience. Mainly, two techniques are employed, participants observations and interviews. Observations capture behaviors and interactions of the participants with the OpenReq platform. However, the parts of the platform underlying the process (i.e., requirements engineering) that can actually be observed are limited because much of the decisions are usually not explicitly made (e.g., through vocalization). We observe meetings in which the OpenReq platform is discussed (e.g., stakeholders requirements elicitation meetings) and we gather data about the discussed functionalities, technical information, and the impressions the different stakeholders have about the platform. When possible, video and audio recording will be used to support the researcher's observations. Observations must be carried out by two or more researchers in order to evaluate the validity and consistency of data collected. Another approach to capture such information is to observe the participants by recording their keystrokes and mouse movements as they use the OpenReq platform. This can be complemented by employing the think aloud protocol which requires the subject to verbalize her thought process to the observer. As this process can be laborious for the researchers, a variation—referred to as synchronized shadowing—can be employed. This approach requires two researchers to watch a participant while performing requirements engineering tasks on the OpenReq platform while she is thinking aloud. Both researchers record different types of information but synchronized to the second. For example, one researcher might concentrate on the participant’s actions (e.g., navigation in the interface), while the other focuses on the participant’s vocalized motivations and strategies. The observations are timestamped to provide a detailed annotations. Interviews are used to collect opinions or impressions about the OpenReq platform and to help identify issues that the OpenReq project should address. Through interviews, we will elicit how the new RE process is...
Qualitative methods. 3.1.3.1 The use of structures in qualitative methods
Qualitative methods. The most common qualitative methods are those using participant-observation, focus groups, interviews and examination of documents such as texts. Surveys can be either qualitative, or quantitative in their simplest form, or be combinations of the two approaches. The most common of all qualitative methods used in research are interviews and these may range on a spectrum from semi-structured through to unstructured interviews (Xxxxxxx, 2013).
Qualitative methods interviews 6
Qualitative methods interviews Additional to the quantitative tools, workshop leaders conducted interviews that followed a fixed interview grid. The content deals with the questions described in Table 3-2. We addressed questions with regard to teachers’ and students` motivation to use the system in consideration of usability and pedagogical aspects. A complete interview grid and a detailed description of questions is provided in the Quality Assurance Scheme (D5.3; App. 3, 4). Interviews were performed as follows: After the successful implementation of validation events, workshop leaders consulted participants willing to be interviewed. Interviews had an average duration of 20 minutes. To guarantee homogeneity of data, interviewers followed general principles according to descriptions of Xxxxxx [10]. All questions were adjusted in an open form and interviews were incorporated in a trustful situation. Interviews were analysed following Xxxxxxx`s qualitative content analysis [11]. A category was formed, if not less than two interviewees referred to the same aspect. Table 3-2: Summarized overview of the questions of the interview grid.
Qualitative methods. 7.3.1. Participants (Prisoners) Participants were sampled purposively as recruitment for the project progressed to ensure those in both the CTI and TAU arm, in a number of prison sites and remand and sentenced prisoners were included. This approach to recruitment also ensured that participants interviewed as part of the CTI arm had experience of different CTI managers. It was aimed that 12 participants from the CTI arm and 12 from the TAU arm would be recruited for the qualitative component and interviewed both before and after release. From these two groups the other purposively targeted characteristics would be met which would provide saturation for the analysing their differing experiences and for a comparison of perceptions prior to release and experiences after six weeks in the community.
