Secondary Students’ Views on Using Flipped Classroom to Learn Computer Programming: Lessons Learned in a Mixed Methods Study

2019 ◽  
pp. 27-36
Author(s):  
Gary Cheng ◽  
Wing Shui Ng
Keyword(s):  
Mixed Methods ◽  
Secondary Students ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Lessons Learned ◽  
Mixed Methods Study

scholarly journals HIV prevention and HIV care among transgender and gender diverse youth: design and implementation of a multisite mixed-methods study protocol in the U.S.

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Laura Jadwin-Cakmak ◽  
Sari L. Reisner ◽  
Jaclyn M. W. Hughto ◽  
Liz Salomon ◽  
Miguel Martinez ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Informed Consent ◽  
Hiv Prevention ◽  
Study Protocol ◽  
Qualitative Interview ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
Gender Diverse ◽  
And Gender ◽  
The U.S

Abstract Background In the U.S., transgender and gender diverse (TGD) populations face structural, interpersonal, and individual barriers to healthcare. Less is known, however, about the HIV prevention and treatment experiences of TGD youth in the U.S. The current study was developed to fill this research gap. Methods This article describes the research protocol for a multi-site, U.S.-based mixed-methods study that sought to identify the multi-level facilitators and barriers that influence participation of TGD youth in various stages of the HIV prevention (e.g., pre-exposure prophylaxis uptake) and care continua. A sample of diverse TGD youth ages 16–24 was recruited from 14 U.S. sites. TGD youth participants completed a one-time, in-person visit that included an informed consent process, computer-based quantitative survey, and in-depth qualitative interview assessing experiences accessing HIV prevention and/or care services. Providers serving TGD youth were recruited from the same 14 sites and completed a one-time visit via phone that included informed consent, demographic questionnaire, and in-depth qualitative interview assessing their experiences providing HIV prevention or treatment services to TGD youth. Results Overall, 186 TGD youth ages 16–24 and 59 providers serving TGD youth were recruited and enrolled from across the 14 U.S. sites. TGD youth participants had a mean age of 20.69; 77.3% youth of color; 59.7% trans-feminine; 15.5% trans-masculine; 24.9% non-binary; 53.6% family income under poverty level. Providers included medical and mental health providers as well as case manager/care coordinators, HIV test counselors, and health educators/outreach workers. Providers were 81.3% cisgender and 30.5% people of color. Successes with community-engagement strategies and gender-affirming research methods are reported. Conclusions This study addresses critical gaps in current knowledge about the HIV prevention and care experiences of TGD youth. Findings have implications for the development of HIV interventions across levels to support the health and well-being of TGD youth. Future research is warranted to replicate and expand on lessons learned regarding recruitment and engagement of communities of TGD youth, including longitudinal designs to assess engagement across their developmental stages. Lessons learned working with TGD youth through developing and implementing the study protocol are shared. Trial registration Registered on ClinicalTrials.gov on 05/20/2015 (NCT02449629).

Integrating Community-based Research into a Senior Capstone Seminar: Lessons Learned from a Mixed-methods Study

2019 ◽  
Vol 47 (3) ◽  
pp. 191-203 ◽  
Author(s):  
Sara Shostak ◽  
Margarita Corral ◽  
Ann G. Ward ◽  
Alex Willett
Keyword(s):  
Mixed Methods ◽  
Research Methods ◽  
Social Processes ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
Important Work ◽  
Community Based ◽  
Community Based Research ◽  
Community Based Organizations ◽  
Sociology Departments

This article describes a senior capstone, Neighborhoods and Health, which used community-based research (CBR) as its primary pedagogy. Students in the course drew upon multiple research methods and forms of data to provide our partner, the Urban Farming Institute of Boston, with an array of research products in support of the revitalization of a historic farm in the Boston neighborhood of Mattapan. Based on pre- and posttest assessment and analysis of students’ reflections in their journals, we identify how a multimethods approach—combined with a commitment to producing usable research products—simultaneously contributed to students’ research methods proficiency and their understanding of complex social processes. For both sociology departments and interdisciplinary majors that draw on sociological perspectives, CBR offers a compelling means of providing seniors with meaningful capstone experiences while adding capacity to the important work of community-based organizations.

scholarly journals Engaging Knowledge Users with Mental Health Experience in a Mixed-Methods Systematic Review of Post-secondary Students with Psychosis: Reflections and Lessons Learned from a Master’s Thesis

2020 ◽  
Author(s):  
Victoria Sanderson ◽  
Amanda Vandyk ◽  
Jean Daniel Jacob ◽  
Ian D. Graham
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Secondary Students ◽  
Research Team ◽  
Research Question ◽  
Lessons Learned ◽  
Future Research ◽  
Advisory Panel ◽  
Team Members ◽  
Master's Thesis

Engaging knowledge users (KUs) as research team members throughout the research process helps generate relevant knowledge and may improve uptake of research results. The purpose of this article is to describe how an integrated knowledge translation (iKT) approach was embedded within a master’s thesis project comprising a mixed-methods systematic review. KUs were engaged in four distinct phases of the systematic review process, including (1) proposal development; (2) development of the research question and approach; (3) creation of an advisory panel; and (4) an end of study meeting to interpret findings and plan dissemination of findings. The extent of each KU’s engagement on the research team fluctuated during the study. Challenges included maintaining the same KUs throughout the project and maintaining the scope of the project to align with a master’s thesis. Our suggestions for optimizing graduate student iKT projects include having regular team meetings and periodically checking in with team members to encourage reflection on overall engagement and progress of the project. Overall, KUs helped create a research project designed to address their needs and provided input on how results might translate into implications for clinical practice, education, academic policy, and future research within their respective contexts.

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