Perspectives of Adolescents With Disabilities on Summer Employment and Community Experiences

2010 ◽  
Vol 45 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Audrey A. Trainor ◽  
Erik W. Carter ◽  
Beth Swedeen ◽  
Laura Owens ◽  
Odessa Cole ◽  
...  
Keyword(s):  
Community Involvement ◽  
Focus Group Interviews ◽  
High Expectations ◽  
School Year ◽  
Opportune Time ◽  
Low Expectations ◽  
Academic School ◽  
Group Interviews ◽  
Summer Experiences

Although summer represents an opportune time for adolescents to garner employment and community experiences that may further long-term transition goals, little is known about the expectations and needs of adolescents with disabilities during this break in the academic school year. In this article, the authors explore adolescents’ perceptions about summer employment and community involvement, adult guidance, and factors that facilitate or hinder access to these experiences. They conducted focus group interviews of 16 adolescents with cognitive, emotional/behavioral, and learning disabilities from two distinct communities. Although participants held high expectations for maintaining summer jobs, they pursued work and community experiences independently and with varied success. Despite articulating low expectations for adult guidance, participants expressed a desire and/or need for mentorship or other more indirect support. By drawing on the perspectives of the adolescents themselves, the authors address (a) the value of summer as a vehicle for transition education and (b) the implications for helping teenagers secure fulfilling summer experiences.

scholarly journals Voices We Forget—Danish Students Experience of Returning to School Following Parental Bereavement

2016 ◽  
Vol 78 (1) ◽  
pp. 24-42 ◽  
Author(s):  
Martin Lytje
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Return To School ◽  
Parental Bereavement ◽  
Focus Group Interviews ◽  
Academic Challenges ◽  
Two Phases ◽  
Group Interviews ◽  
Returning To School

This study explores how Danish students experience returning to school following parental bereavement. Eighteen focus group interviews with 39 participants aged 9 to 17 years were conducted. All participants had experienced the loss of a primary caregiver. Data collection was divided into two phases. In Phase I, 22 participants from four grief groups were interviewed 4 times over the course of a year. During Phase II, confirmatory focus groups were undertaken with the 17 participants. This article explores findings related to the four themes of initial school response, long-term support, challenges within the class, and academic challenges. The study found that (a) students struggle to reconnect with classmates following the return to school and often feel alone, (b) schools fail to have guidelines in place for what they are allowed to do if becoming sad the class, and (c) schools seem to forget their loss as time passes.

scholarly journals Unpacking differences in psychological contracts of organizational and self-initiated expatriates

2017 ◽  
Vol 5 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Kate Yue Zhang ◽  
Bart Rienties
Keyword(s):  
Focus Group ◽  
Psychological Contract ◽  
Psychological Contracts ◽  
Focus Group Interviews ◽  
Cultural Training ◽  
Content Type ◽  
Group Interviews ◽  
Practical Implications

Purpose Global staffing has remained a main focus within the field of international human resource management (IHRM) since the 1970s. However, research in the psychological contract (PC) of expatriates is limited. The purpose of this paper is to explore the differences in PC breach and violation for organisational expatriates and self-initiated expatriates (SIEs). Design/methodology/approach A survey questionnaire was developed covering 52 organisational expatriates and 119 SIEs from 35 countries/regions working in China. Four follow-up focus group interviews including four organisational expatriates and 12 SIEs were conducted to further explain the findings of the survey. Findings The findings indicate that organisational expatriates experience significantly lower levels of PC breach and violation than SIEs. Three broad thematic areas arose from the triangulation of focus group interviews, including uncertainties in functioning of contracts, differences in job securities and career development opportunities, and cultural differences. Practical implications Employers should give a comprehensive orientation and cultural training to meet the needs of SIEs. Moreover, long-term career advancement paths should also be provided to SIEs to alleviate their vulnerability and insecurities working abroad. Originality/value The study contributes to the scholarship of self-initiated expatriation and PCs and give implications to IHRM strategies.

scholarly journals Etnická identita Uruguayců

2021 ◽  
Vol 2021 (1) ◽  
pp. 19-47
Author(s):  
Anna Josková ◽  
Keyword(s):  
Field Research ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Theoretical Concepts ◽  
Cultural Elements ◽  
Group Interviews ◽  
Long Term Observation ◽  
Homogeneous Culture ◽  
Practical Recommendations

This paper examines Uruguayan society, which, despite its multiethnic origins, has developed a homogeneous culture. The main objective is to define the main cultural elements and describe the attributes of the Uruguayan ethnicity. Based on the analysis of socio-cultural specificities, the thesis provides practical recommendations to facilitate good relations with the Uruguayan nation. These may be particularly useful for business people, potential international students, travelers or other visitors to Uruguay, and others interested in learning about the local people and their culture. The theoretical section explains basic concepts related to identity, ethnicity and nation, and also introduces theoretical concepts and approaches to these ambiguous phenomena. The practical part contains interpreted data from field research conducted by the author in Uruguay in 2018. The research is based on qualitative research methods and consists of two focus group interviews with Uruguayans, four semi-structured interviews with recent immigrants, and long-term observation. The significance of the research is all the more valuable because the findings presented are unique in the field of this previously uncovered topic.

scholarly journals Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool – results from the botSTEM project

2022 ◽  
Author(s):  
Marie Fridberg ◽  
Andreas Redfors ◽  
Ileana M. Greca ◽  
Eva M. García Terceño
Keyword(s):  
Self Efficacy ◽  
Preschool Teachers ◽  
Focus Group Interviews ◽  
Teaching Activities ◽  
Old Spanish ◽  
Science Technology ◽  
Children’S Agency ◽  
Group Interviews ◽  
And Robotics

AbstractThis article describes outcomes from the Erasmus + project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children 4–8 years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The 3-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.

Focus Group Interviews: Exploratory Research in Introductory Marketing Classes

1987 ◽  
Vol 9 (2) ◽  
pp. 30-33 ◽  
Author(s):  
Ce Ce Iandoli ◽  
Mary Cullinan
Keyword(s):  
Focus Group ◽  
Market Research ◽  
Focus Group Interview ◽  
Group Interview ◽  
Exploratory Research ◽  
Focus Group Interviews ◽  
Short And Long Term ◽  
Group Interviews

Involving marketing students in a focus group interview is an exciting way to introduce them to exploratory market research. In this article, the authors provide step-by-step procedures and a “script” that helps instructors organize the focus group and use it as a basis for short- and long-term projects.

Challenges in Disability Management of Long-Term Sick Workers

2007 ◽  
Vol 2 (2) ◽  
pp. 47-56 ◽  
Author(s):  
Marianne Hedlund ◽  
Bodil J. Landstad ◽  
Christian Wendelborg
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Welfare State ◽  
Health Care Providers ◽  
Disability Management ◽  
Care Providers ◽  
Focus Group Interviews ◽  
Rehabilitation System ◽  
Group Interviews

AbstractIn Norway various welfare state authorities assist in disability management (DM) of long-term sick workers. This study provides empirical-based knowledge about the Norwegian DM process. The data are based on focus-group interviews with health care providers and case-workers in welfare state authorities. A key issue outlined in this article is that long-term sick workers can easily become ‘stuck’ in the rehabilitation system. The focus is on topics that can explain difficulties of re-employing long-term sick workers. Furthermore, we look at what challenges are typical for DM of these workers in Norway, with respect to re-employment issues.

scholarly journals Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools

2020 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Tansel Yazicioglu
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
School Administrators ◽  
Inclusive Practices ◽  
Focus Group Interviews ◽  
School Year ◽  
Special Education Needs ◽  
Inclusive School ◽  
Group Interviews ◽  
Guidance Teachers

The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018–2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.

Police body worn cameras: a mixed method approach assessing perceptions of efficacy

2016 ◽  
Vol 39 (3) ◽  
pp. 491-506 ◽  
Author(s):  
William V. Pelfrey Jr ◽  
Steven Keener
Keyword(s):  
Mixed Method ◽  
Qualitative Data ◽  
Community Relations ◽  
Patrol Officers ◽  
Focus Group Interviews ◽  
Content Type ◽  
Full Participation ◽  
Group Interviews ◽  
Police Community Relations

Purpose The importance of body-worn cameras (BWC) in policing cannot be overstated. This is not a hyperbolic statement – use of force incidents in Ferguson and Baltimore, the ensuing riots, coupled with critical long term implications for police community relations demonstrate the need for BWC data. Few studies have been published on the use of BWCs and little is known about officer perceptions, administrator decision making, and agency use of BWC data. No published studies incorporate qualitative data, which lends important context and depth, in the interpretation of officer survey data. The paper aims to discuss these issues. Design/methodology/approach The current study presents a mixed-method study of a large university police agency prior to full implementation of BWC. A survey of patrol officers and supervisors, using a census approach with near full participation, coupled with focus group interviews, produced data on perceptions, concerns, and expectations of full BWC implementation. Findings Findings point to officer concerns regarding the utilization of BWC data and administrative expectations regarding complaint reduction and officer assessment. Originality/value Important implications regarding training and policy are presented. BWC data represent an important tool for agency decision makers but have numerous potential negative uses. Understanding officer concerns juxtaposed with administrator expectations, through both survey and qualitative data, advance the knowledge on BWC.

“Students Getting Pregnant Are Not Gonna Go Nowhere”: Manifestations of Stigma in Adolescent Mothers’ Educational Environment

2016 ◽  
Vol 50 (3) ◽  
pp. 423-436 ◽  
Author(s):  
Autumn M. Bermea ◽  
Michelle L. Toews ◽  
Leila G. Wood
Keyword(s):  
Focus Group ◽  
Adolescent Mothers ◽  
Educational Experiences ◽  
School Personnel ◽  
Educational Environment ◽  
Focus Group Interviews ◽  
School Policies ◽  
School Year ◽  
Group Interviews

The purpose of this study was to examine adolescent mothers’ perceptions of how individuals within the schools viewed them and how those views shaped their educational experiences. The sample consisted of 83 primarily Hispanic adolescent mothers who participated in one of 19 semi-structured focus group interviews during the 2014-2015 school year. Although we did not specifically explore stigma, the adolescent mothers described feeling stigmatized by school personnel and their non-parenting classmates. They also discussed how school policies were not conducive to parenting. Based on the results, recommendations are provided that will help school personnel effectively meet the needs of this population by creating an atmosphere in which the students feel safe, supported, and are able to learn.

scholarly journals A Spaced-Repetition Approach to Enhance Medical Student Learning and Engagement in Pharmacology

2021 ◽  
Author(s):  
Dylan Jape ◽  
Jessie Zhou ◽  
Shane Bullock
Keyword(s):  
Medical Students ◽  
Focus Group ◽  
Clinical Success ◽  
Global Rating ◽  
Focus Group Interviews ◽  
Learning Methods ◽  
Preparedness For Practice ◽  
Group Interviews ◽  
Spaced Repetition

Abstract Background: Pharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived proficiency in clinical pharmacology. Despite the significant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply pharmacology knowledge.Methods: A mixed methods, student-focused approach was conducted to design and refine specific resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by structured focus group interviews. We developed a relevant and time efficient resource to support long-term revision for academic and clinical success. These resources were released to a cohort of 100 graduate preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey.Results: The scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. The analysis identified in-semester revision of pharmacology as a significant predictor of strategic and deep learning methods and improved quiz performance (a 5% higher score on average), compared to superficial learning methods. Amongst our cohort, we identified that the evidence-based technique of spaced-repetition was particularly well regarded. Hence, we developed and evaluated a bespoke resource utilising AnkiTM, an open-source, spaced-repetition flashcard program. A total of 1208 flashcards spanning 156 distinct classes of drugs with supplementary summary tables, diagrams and explanatory video and summary guides were created. Designed as a strategic revision tool to reinforce learning, evaluation showed students greatly appreciated the “comprehensive” and “well formatted” AnkiTM resource that supported existing teaching modalities, with a global rating of 3.8 out of 5. Conclusions: Strategic and personalised techniques for pharmacology learning that assist with in-semester revision and long-term retention are highly valued amongst students for examination preparation and preparedness for practice. Collectively, these results define a novel approach to identifying and addressing weaknesses in existing teaching methodologies in a manner that is inclusive of, and acceptable to, medical students.

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