The Students–Professors Problem—The Reversal Error and Beyond

2021 ◽  
pp. 1-37
Author(s):  
Uffe Thomas Jankvist ◽  
Mogens Niss
Keyword(s):  
Mathematical Modeling ◽  
Mixed Methods ◽  
Empirical Study ◽  
Secondary Students ◽  
Mixed Methods Design ◽  
Problem Statement ◽  
Upper Secondary ◽  
Reversal Error ◽  
The Impact ◽  
Error Types

Abstract This paper first introduces and reviews the existing research on the well-known “students–professors (S/P) problem”, which was first formulated in 1979. Next, it presents an empirical study of Danish upper secondary students’ answers to two mathematical modeling versions of the S/P-problem; a mathematization version (296 students), and a de-mathematization version (658 students). Besides reproducing several previously reported findings, e.g., the so-called reversal error, the study identifies new error types not previously reported in the literature. The mathematical modeling perspective adopted, along with a mixed-methods design, give rise to new potential explanations of the reversal error as well as explanations of the new error types. Our study shows that interpreting the linguistic formulation of the S/P-problem statement is not only related to language but is intrinsically of a mathematical – and cognitive – nature as well. Altogether, there is still more to be said about the S/P-problem forty years after its emergence. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610104.

Impact of training and professional development on health management and leadership competence

2019 ◽  
Vol 33 (4) ◽  
pp. 354-379 ◽  
Author(s):  
Reuben Olugbenga Ayeleke ◽  
Nicola Henri North ◽  
Annette Dunham ◽  
Katharine Ann Wallis
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Mixed Methods ◽  
Health Management ◽  
Mixed Methods Design ◽  
Content Type ◽  
Development Interventions ◽  
Leadership Competence ◽  
The Impact ◽  
Management And Leadership

Purpose Training to improve health management and leadership competence is recommended. However, there is limited evidence showing the impact of training on competence. The purpose of this paper is to evaluate the evidence for the impact of training and professional development on health management and leadership competence. Design/methodology/approach A systematic review was conducted using a mixed-methods design. Studies using qualitative, quantitative or mixed-methods design were included. The following electronic databases were searched to October 2018: CENTRAL, CINAHL, EMBASE, ERIC, NEDLINE and PsycINFO. Study eligibility and methodological quality were assessed independently by two review authors. Data from qualitative studies were synthesised using thematic analysis. For quantitative studies, odds ratio (OR) or mean difference (MD) and 95% confidence interval (CI) were calculated for each intervention. Where appropriate, qualitative and quantitative data were integrated into a single synthesis using Bayesian methods. Findings In total, 19 studies were identified for inclusion in the review. Training and professional development interventions using flexible, multiple training techniques tailored to organisational contexts can improve individual competence and performance. Such training is typified by a leadership development programme. There was insufficient evidence to determine the effects of interventions on organisational performance. Originality/value This is the first systematic review evaluating the impact of training and professional development interventions on health management and leadership competence.

Evaluating the Initial Impact of a Public Management Reform: A Multiphase Mixed Methods Investigation Using Q Methodology

2019 ◽  
Vol 14 (4) ◽  
pp. 496-521
Author(s):  
Jiayuan Li
Keyword(s):  
Mixed Methods ◽  
Public Management ◽  
Q Methodology ◽  
Unique Contribution ◽  
Mixed Methods Design ◽  
Management Reform ◽  
Mixed Methods Evaluation ◽  
Broad Array ◽  
Chinese Local Government ◽  
The Impact

While mixed methods researchers have witnessed growing interest in Q methodology, approaches for integration into a multiphase mixed methods investigation are needed. To provide an illustrative example, I present a theoretically guided multiphase mixed methods evaluation of the impact of public management reform. The evaluation focuses on the introduction of happiness indices into Chinese local government. This study is novel because it combines a broad array of methods to investigate how the ambitious idea of happiness indices has influenced local practice. A unique contribution of this article lies in its integration of Q methodology into multiphase mixed methods design for evaluating the reform’s impact.

Master Counselors as Teachers: Clinical Practices of Counselor Educators

2014 ◽  
Vol 36 (1) ◽  
pp. 78-94 ◽  
Author(s):  
Dee Ray ◽  
Kimberly Jayne ◽  
Raissa Miller
Keyword(s):  
Clinical Practice ◽  
Mixed Methods ◽  
Qualitative Analysis ◽  
Negative Relationship ◽  
Counselor Educators ◽  
Clinical Practices ◽  
Mixed Methods Design ◽  
Counselor Educator ◽  
The Impact

Using a mixed methods design, we surveyed 117 counselor educators to explore their clinical practices and their perceptions of the impact of clinical practice on teaching, supervision, research, and service. The results indicate that clinical practice had the greatest influence on their supervision and teaching. A negative relationship between years served as a counselor educator and hours engaged in counseling was found. Through qualitative analysis, we identified several themes related to counselor educators' decisions to engage in clinical practice, among them staying relevant, enhancing teaching and supervision, and staying current in the field. Implications for counselors and counselor educators are discussed.

Parental Involvement and the Impact of Fathers on the Education and Career Aspirations of Emirati Youth

2020 ◽  
Author(s):  
Natasha Ridge ◽  
David Dingus ◽  
Sarah Han
Keyword(s):  
Parental Involvement ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Success ◽  
School Administrators ◽  
Career Aspirations ◽  
Upper Secondary ◽  
Barriers To Parental Involvement ◽  
Education And Employment ◽  
The Impact

Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations. Research has shown that both academic achievement and career success are influenced by the involvement of parents throughout their child’s education; in fact, quality parental involvement in a child’s academic and non-academic life can impact self-esteem, as well as learning outcomes and long-term career success. Based on existing research, and with the nation’s future in mind, this study was carried out using a survey instrument to collect responses from upper secondary students, along with semi structure interviews for additional insights from students, teachers, and school administrators. We find Emirati parents to be extremely supportive and encouraging of their child’s education, despite fathers not being regularly involved in students’ education. Other findings indicate that students are interested in pursuing careers that align with their father’s. Policy recommendations relating to these and other findings include creating father-specific events in schools; addressing barriers to parental involvement and lifelong learning; engaging families to improve the level of education amongst parents; and providing comprehensive education and career counseling guided by research.

scholarly journals HALO: Study protocol for a single-case experimental design study evaluating the moderating impact of a befriending intervention on the association between loneliness and health in older adults

2020 ◽  
Vol 3 ◽  
pp. 60 ◽  
Author(s):  
Caoimhe Hannigan ◽  
Paul Hanly ◽  
Frank Kee ◽  
Brian Lawlor ◽  
Eimile Holton ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Methods ◽  
Experimental Design ◽  
Single Case ◽  
Later Life ◽  
Constructivist Grounded Theory ◽  
Mixed Methods Design ◽  
Theoretical Understanding ◽  
Study Results ◽  
The Impact

Background: Loneliness in later life is often addressed with befriending interventions, yet evidence for their effectiveness is limited. Meanwhile it is known that loneliness has a deleterious impact on health. The aim of the study is to evaluate whether a befriending service for older adults mitigates the impact of loneliness on health outcomes, and to identify mechanisms through which befriending interventions might impact upon health. Methods: A mixed methods design is used. The quantitative component utilises an AB single-case experimental design, to gather intensive longitudinal data. These data will be analysed using a generalised additive modelling approach. The qualitative component of the study uses semi-structured dyadic interviews, structured and analysed according to the principles of constructivist grounded theory. Findings will then be triangulated according to an existing mixed methods integration protocol. Discussion: This mixed methods design has the potential to inform national and international policy in relation to befriending interventions for older adults. In addition, there is the potential for study results to inform our theoretical understanding of the nature of the relationship between loneliness and health. Trial registration: ClinicalTrials.gov identifier NCT04301167 (10th March 2020). Protocol version 1.1, 26th June 2020.

“I’m Not Scared Anymore”: Impact of an Out-of-School Swimming Program on Children and Youth From an Underserved Community

2021 ◽  
pp. 1-11
Author(s):  
Daniela M. Susnara ◽  
Matthew Curtner-Smith ◽  
Stefanie A. Wind
Keyword(s):  
Mixed Methods ◽  
Children And Youth ◽  
Water Safety ◽  
Mixed Methods Design ◽  
Statistical Procedures ◽  
Underserved Community ◽  
Interpretive Methods ◽  
Socialization Agents ◽  
The Impact ◽  
Out Of School

Purpose: To examine the impact of an out-of-school swimming program on children and youth from one underserved community. Method: Participants were 200 children and youth who attended the out-of-school swimming program during two consecutive summers. The theoretical framework employed drew from previous research on socialization. A mixed-methods design involved participants’ aquatic skill and knowledge of water safety being assessed at the beginning and end of each summer. These data were examined through descriptive and inferential statistical procedures. Qualitative methods employed were nonparticipant observation, informal interviews, and focus groups. Standard interpretive methods were employed to analyze the data these techniques yielded. Findings: Participants improved their aquatic skill and knowledge of water safety. They moved from being concerned for their safety to being confident in their aquatic ability and knowledge. The key socialization agents responsible for this shift were the instructors. Conclusion: The study suggests that an out-of-school swimming program taught by well-trained instructors can be effective.

Career crescendo

2019 ◽  
Vol 38 (9) ◽  
pp. 719-732
Author(s):  
Ryan Sharp
Keyword(s):  
Mixed Methods ◽  
Treatment Group ◽  
Organizational Behavior ◽  
Quantitative Methods ◽  
Comparison Group ◽  
Positive Outcomes ◽  
Mixed Methods Design ◽  
Content Type ◽  
Work Site ◽  
The Impact

Purpose Research surrounding psychological capital (PsyCap) continues to expand as scholars and organizational leaders look to the strengths of positive organizational behavior (POB) and its effects in the workplace. Although previous research underscores connections between PsyCap and various organizational outcomes, there remains little research on its actual development. The purpose of this paper is to determine the efficacy of a six-week work-site intervention in improving PsyCap. The study included 49 individuals (n=32 assigned to the treatment group and n=17 to the comparison group). Using a pretest/posttest experimental design, the study showed that the intervention was efficacious in helping employees to develop greater PsyCap. Design/methodology/approach This study was part of a larger mixed methods design aimed at determining the efficacy of a work-site intervention in improving the PsyCap of employees. This design was chosen because it maximizes the strengths of both qualitative and quantitative methods while minimizing each of their weaknesses (Creswell and Plano Clark, 2007; Tashakkori and Teddlie, 1998). The specific mixed methods design implemented was the explanatory design using the participant selection model. This is a two-phase, sequential approach which began with a quantitative analysis and then drew upon those data to determine individuals who will be asked to participate in a follow-up study. Findings The purpose of this study was to determine the impact of a work-site intervention on the participants’ PsyCap in determining its developmental capacity. Previous studies have demonstrated strong correlations between PsyCap and many of the positive outcomes managers and supervisors desire for their employees –high productivity, low absenteeism, positive organizational citizenship, etc. (Luthans et al., 2013; Youseff and Luthans, 2007). With the results of the present study showing significantly greater improvement for the treatment group than their counterparts in the comparison group, it demonstrates that PsyCap can be developed and, consequently, these positive outcomes can accessed by a focused work-site intervention. Originality/value This paper builds on work already being done but focuses on the following significant gap in the literature: Can PsyCap be developed using work-site interventions? This study provides a compelling answer to that question and thus pushes the study of POB forward in its development.

scholarly journals A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability

2018 ◽  
Vol 40 (1) ◽  
pp. 49-65 ◽  
Author(s):  
David W. Putwain ◽  
Diahann Gallard ◽  
Joanna Beaumont
Keyword(s):  
Early Intervention ◽  
Secondary Students ◽  
Intervention Group ◽  
Wait List ◽  
Control Groups ◽  
Wait List Control ◽  
Upper Secondary Education ◽  
Academic Buoyancy ◽  
Upper Secondary ◽  
The Impact

School-related wellbeing, academic buoyancy, and adaptability are valued constructs in their own right, as indicators of student welfare and as predictors of academic achievement. In the present study, we examined the impact of a six-session multi-component, intervention on school-related wellbeing, academic buoyancy, and adaptability. Participants in their first year of upper secondary education were randomly allocated to early intervention groups, or wait list-control groups. Following baseline measurements, outcomes were assessed after the early intervention groups and again after the wait list-control groups. Following intervention, a slowed decline was shown in school-related wellbeing and adaptability was boosted. Buoyancy was boosted in the early intervention group but not the late intervention group. Findings show how a relatively short intervention can beneficially impact on student outcomes. Booster sessions may be required to maintain the benefits for wellbeing and adaptability.

scholarly journals Cultural Competence in the Eyes of Health Cluster Faculty Members at Qatar University: Perception and Application-a Mixed Methods study

2020 ◽  
Author(s):  
Aicha Abdallah Mohamed Ahmed
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Healthcare Providers ◽  
Faculty Members ◽  
Mixed Methods Design ◽  
Patient Centered ◽  
Teaching Knowledge ◽  
Teaching Competence ◽  
Education Medical ◽  
The Impact

Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching

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