scholarly journals Promoting proactive bystander responses to racism and racial discrimination in primary schools: a mixed methods evaluation of the ‘Speak Out Against Racism’ program pilot

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Naomi Priest ◽  
Oishee Alam ◽  
Mandy Truong ◽  
Rachel Sharples ◽  
Jacqueline Nelson ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Identity Formation ◽  
Children And Adolescents ◽  
Racial Discrimination ◽  
Primary Schools ◽  
Large Scale ◽  
Qualitative Data ◽  
Behavioural Change ◽  
Health Priorities ◽  
Prosocial Skills

Abstract Background Racism and racial discrimination are fundamental causes and determinants of health and health inequalities globally, with children and adolescents particularly vulnerable. Racial discrimination is a common stressor in the lives of many children and adolescents, with growing evidence of negative associations between racial discrimination and multiple domains of child and adolescent health. Addressing racism and racial discrimination must be core public health priorities, even more so among children and young people. Schools are key settings in the lives of children and adolescents and become increasingly more important to identity formation. School communities, teachers and peers greatly influence children and adolescents’ beliefs about race and difference. Schools are therefore key sites for the delivery of population-based programs to reduce racism and promote proactive bystander behaviour and healthy resistance to racism among all children and adolescents as well as among the adults. Methods This study examines the feasibility and acceptability of the ‘Speak Out Against Racism (SOAR)’ program, a whole of school, multi-level, multi-strategy program that aimed to promote effective bystander responses to racism and racial discrimination in primary schools. A mixed-methods, quasi-experimental design was used. Students in Years 5 and 6 (10–12 years) across six schools completed surveys pre- and post- intervention (N = 645; 52% female; 6% Indigenous, 10% Middle Eastern, African, Latinx or Pacific Islander, 21% Asian, 52% Anglo/European). Focus groups with students and interviews with staff collected qualitative data about their experiences of the program and their views about the program’s perceived need, implementation, impacts and suggested improvements. Results Quantitative data showed student prosocial skills and teacher inter-racial climate improved in intervention schools compared to comparison schools. Qualitative data highlighted teacher attitudinal and behaviour change regarding racism, and student reduced interpersonal racial discrimination, improved peer prosocial norms, commitment to anti-racism, knowledge of proactive bystander responses and confidence and self-efficacy to intervene to address racism. Conclusions This study provides quantitative evidence of the potential of the SOAR program to improve the prosocial skills of students and their perceptions of the inter-racial school climate provided by their teachers. This program also provided qualitative evidence of the potential to promote teacher and student attitudinal and behavioural change. Further refinement and testing of the program in a large scale implementation trial is recommended.

scholarly journals Promoting proactive bystander responses to racism and racial discrimination in primary schools: A mixed methods feasibility and acceptability study of the ‘Speak Out Against Racism’ program

2020 ◽  
Author(s):  
Naomi Priest ◽  
Oishee Alam ◽  
Mandy Truong ◽  
Rachel Sharples ◽  
Jacqueline Nelson ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Racial Discrimination ◽  
Primary Schools ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Middle Eastern ◽  
Racial Climate ◽  
Post Intervention ◽  
Prosocial Skills ◽  
Quasi Experimental

This study examines the feasibility and acceptability of ‘Speak out against racism (SOAR)’ program to promote effective bystander responses to racism in Australian primary schools. A mixed-methods, quasi-experimental design was used. Students in Years 5 and 6 (10-12 years) across six schools completed surveys pre- and post-intervention (N=645; 52% female, 6% Indigenous, 10% Middle Eastern, African, Latinx, Pacific Islander, 21% Asian, 52% Anglo/European). Quantitative data showed student prosocial skills and teacher inter-racial climate improved in intervention schools compared to comparison schools. Qualitative data highlighted teacher attitudinal and behaviour change regarding racism, and student reduced interpersonal racial discrimination, improved peer prosocial norms, commitment to anti-racism, knowledge of proactive bystander responses and confidence and self-efficacy to intervene to address racism.

Examining school leadership in a transitional context: A mixed-methods study of leadership practices and school cultures as mechanisms of educational change

2020 ◽  
pp. 174114322097128
Author(s):  
Jasna Kovačević ◽  
Alisa Mujkić ◽  
Amra Kapo
Keyword(s):  
Mixed Methods ◽  
Educational Reform ◽  
School Leadership ◽  
Structural Equation ◽  
Large Scale ◽  
Qualitative Data ◽  
Measurement Model ◽  
Equation Modeling ◽  
Structured Interviews ◽  
School Cultures

This research presents the results of studies designed to observe the effects of school leadership and school culture as mechanisms of change in the context of a large-scale educational reform in Bosnia and Herzegovina. A mixed-methods approach was employed to illuminate how institutional context either activates or deactivates leadership and school cultures as mechanisms that influence teacher efficacy beliefs in times of large-scale educational reform. Quantitative and qualitative data were analyzed through three independent studies. Quantitative procedures included measurement model analysis, structural equation modeling and a non-parametric Mann–Whitney U test. The qualitative analytic approach encompassed procedures of content analysis and quantification of qualitative data from reform documents and semi-structured interviews in the form of hierarchical clustering and multidimensional scaling. The triangulation of findings occurred in the interpretation phase, characterized by the development of meta-inferences that go beyond the findings from each study.

scholarly journals Evaluation of the digital diabetes prevention programme pilot: uncontrolled mixed-methods study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e025903 ◽  
Author(s):  
Elizabeth Murray ◽  
Kerry Daff ◽  
Anthi Lavida ◽  
William Henley ◽  
Jenny Irwin ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Diabetes Prevention ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Behavioural Change ◽  
Prevention Programme ◽  
Successful Implementation ◽  
Framework Analysis ◽  
Theoretical Frameworks ◽  
Diabetes Prevention Programme

IntroductionThe prevalence of type 2 diabetes is rising steeply. National Health Service England (NHSE) is exploring the potential of a digital diabetes prevention programme (DDPP) and has commissioned a pilot with embedded evaluation.Methods and analysisThis study aims to determine whether, and if so, how, should NHSE implement a national DDPP, using a mixed-methods pretest and post-test design, underpinned by two theoretical frameworks: the Coventry, Aberdeen and London - Refined (CALO-RE) taxonomy of behavioural change techniques for the digital interventions and the Consolidated Framework for Implementation Research (CFIR) for implementation processes. In eight pilot areas across England, adults with non-diabetic hyperglycaemia (NDH) (glycated haemoglobin (HbA1c) 42–47 mmol/mol or fasting plasma glucose 5.5–6.9 mmol/L) and adults without NDH who are overweight (body mass index (BMI) >25 kg/m2) or obese (BMI >30 kg/m2) will be referred to one of five digitally delivered diabetes prevention interventions. The primary outcomes are reduction in HbA1c and weight (for people with NDH) and reduction in weight (for people who are overweight or obese) at 12 months. Secondary outcomes include use of the intervention, satisfaction, physical activity, patient activation and resources needed for successful implementation. Quantitative data will be collected at baseline, 6 months and 12 months by the digital intervention providers. Qualitative data will be collected through semistructured interviews with commissioners, providers, healthcare professionals and patients. Quantitative data will be analysed descriptively and using generalised linear models to determine whether changes in outcomes are associated with demographic and intervention factors. Qualitative data will be analysed using framework analysis, with data pertaining to implementation mapped onto the CFIR.Ethics and disseminationThe study has received ethical approval from the Public Health England Ethics and Research Governance Group (reference R&D 324). Dissemination will include a report to NHSE to inform future policy and publication in peer-reviewed journals.

Contextual Text Coding: A Mixed-methods Approach for Large-scale Textual Data

2021 ◽  
pp. 004912412098619
Author(s):  
Matty Lichtenstein ◽  
Zawadi Rucks-Ahidiana
Keyword(s):  
Mixed Methods ◽  
Large Scale ◽  
Qualitative Data ◽  
Systematic Sampling ◽  
Data Sets ◽  
Mixed Methods Approach ◽  
Qualitative And Quantitative ◽  
Analytical Potential ◽  
Textual Data ◽  
Context Specific

With the growing availability of large-scale text-based data sets, there is an increasing need for an accessible and systematic way to analyze qualitative texts. This article introduces and details the contextual text coding (CTC) method as a mixed-methods approach to large-scale qualitative data analysis. The method is particularly useful for complex text, textual data characterized by context-specific meanings and a lack of consistent terminology. CTC provides an alternative to current approaches to analyzing large textual data sets, specifically computational text analysis and hand coding, neither of which capture both the qualitative and quantitative analytical potential of large-scale textual data sets. Building on hand coding techniques and systematic sampling methods, CTC provides a clear six-step process to produce both quantitative and qualitative analyses of large-scale complex textual data sources. This article includes two examples, using projects focusing on journal and interview data, respectively, to illustrate the method’s versatility.

scholarly journals Capability building for large-scale transformational change: learning from an evaluation of a national programme

2021 ◽  
Vol 10 (1) ◽  
pp. e000980
Author(s):  
Iain M Smith ◽  
Elaine Bayliss ◽  
Felix Mukoro
Keyword(s):  
Large Scale ◽  
Qualitative Data ◽  
Behavioural Change ◽  
Transformational Change ◽  
Local Health ◽  
Scale Change ◽  
Capability Building ◽  
Kirkpatrick Model ◽  
Large Scale Change ◽  
Change Teams

BackgroundThe Long Term Plan presents an ambitious vision for England’s National Health Service which will require a sustained programme of transformational change. The Virtual Academy of Large-Scale Change (VALSC) was developed to build capability in health and care system teams involved in transformation or redesign programmes.MethodsTo evaluate the VALSC, quantitative and qualitative data were collected and reviewed against the Kirkpatrick model. Quantitative data were collected via end-of-session surveys to assess individual knowledge before and after participating in capability-building interventions. Qualitative data were also collected and included post-intervention surveys and interviews. Interviews were transcribed and analysed using an inductive approach to identify themes that were subsequently assessed against the Kirkpatrick model.ResultsResults suggest that the VALSC programme has helped build capability for large-scale change in terms of learning, behaviour change and impact. Participants’ ipsative self-assessment of knowledge demonstrated a significant change (p<0.001) and qualitative data suggested three broad themes in which the VALSC made an impact. First, participants were empowered with transformation and change skills which they applied to local health and care challenges. Second, VALSC helped strengthen connections within and between transformational change teams. Third, VALSC helped transformational change teams to engage more effectively with their stakeholders.ConclusionsThe VALSC developed knowledge, skills, behavioural change and application impact that built capability in individuals and teams. Therefore, continuing to develop capability-building offers that empower and build agency in front-line staff working on service transformation and equip them with approaches, methods and tools to increase their chances of success, is recommended.

Heteronormativity and Developing Masculinities at a Primary School in South Africa

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Luckmore Chimanzi
Keyword(s):  
South Africa ◽  
Focus Groups ◽  
Primary School ◽  
Identity Formation ◽  
Qualitative Data ◽  
Social Bonds ◽  
Male Identity ◽  
Social Unit ◽  
Male And Female ◽  
Diary Research

This article explores the development of heteronormativity and the construction of masculinities at a township primary school in South Africa. In this study, boys and girls chastise homosexuality yet maintain their male-to-male and female-to-female social bonds. Homosocial or male-to-male social bonds have a bearing on the construction of male identity. It is argued that homosocial relationships serve as a means through which certain boys negotiate and exhibit their masculinity in a process of identity formation in which heterosexuality is a key component. Qualitative data from focus groups and diary research with Grade 7 students (male and female) in a primary school are used. Boys engage in a number of games and acquire resources for themselves; hence, as a social unit, they portray themselves as heteronormative. Their solidarity plays a role in maintaining their power in relationships even though privately some of them expressed preference for more flexible constructions of masculinity.

Planning and Conducting a Large-Scale Mixed Methods Research Study: Research Team Experiences and Recommendations

2018 ◽  
Vol 10 (1) ◽  
pp. 283-295
Author(s):  
Katrin Niglas ◽  
◽  
Meril Ümarik ◽  
Maarja Tinn ◽  
Ivor Goodson ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Large Scale ◽  
Research Team ◽  
Research Study ◽  
Study Research

Uncertainty about cellulitis and unmet patient information needs: a mixed methods study

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697349
Author(s):  
Anna Lalonde ◽  
Emma Teasdale ◽  
Ingrid Muller ◽  
Joanne Chalmers ◽  
Peter Smart ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Information Needs ◽  
Qualitative Data ◽  
Information Provision ◽  
Mixed Methods Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Face To Face ◽  
Patient Information Needs ◽  
History Of

BackgroundCellulitis is a common painful infection of the skin and underlying tissues that recurs in approximately a third of cases. Patients’ ability to recover from cellulitis or prevent recurrence is likely to be influenced by their understanding of the condition.AimTo explore patients’ perceptions of cellulitis and their information needs.MethodMixed methods study comprising semi-structured, face-to-face interviews and cross-sectional survey, recruiting through primary care, secondary care and advertising. Adults aged 18 or over with a history of cellulitis (first or recurrent) were invited to complete a survey, take part in an interview or both. Qualitative data was analysed thematically.ResultsThirty interviews were conducted between August 2016 and July 2017. Qualitative data revealed low prior awareness of cellulitis, uncertainty around diagnosis, concern/surprise at the severity of cellulitis, and perceived insufficient information provision. People were surprised they had never heard of the condition and that they had not received advice or leaflets giving self-care information. Some sought information from the internet and found this bewildering. Two hundred and forty surveys were completed (response rate 17%). These showed that, while most people received information on the treatment of cellulitis (60.0%, n = 144), they reported receiving no information about causes (60.8%, n = 146) or prevention of recurrence (73.3%, n = 176).ConclusionThere is a need for provision of basic information for people with cellulitis, particularly being informed of the name of their condition, how to manage acute episodes, and how to reduce risk of recurrence.

scholarly journals Mixed-methods process evaluation of SafeTea: a multimedia campaign to prevent hot drink scalds in young children and promote burn first aid

2020 ◽  
pp. injuryprev-2020-043909
Author(s):  
Laura Elizabeth Cowley ◽  
C Verity Bennett ◽  
Isabelle Brown ◽  
Alan Emond ◽  
Alison Mary Kemp
Keyword(s):  
Social Media ◽  
Mixed Methods ◽  
Young Children ◽  
Process Evaluation ◽  
Behavioural Change ◽  
First Aid ◽  
Multifaceted Intervention ◽  
Media Content ◽  
Educational Videos ◽  
The Uk

ObjectivesSafeTea is a multifaceted intervention delivered by community practitioners to prevent hot drink scalds to young children and improve parents’ knowledge of appropriate burn first aid. We adapted SafeTea for a national multimedia campaign, and present a mixed-methods process evaluation of the campaign.MethodsWe used social media, a website hosting downloadable materials and media publicity to disseminate key messages to parents/caregivers of young children and professionals working with these families across the UK. The SafeTea campaign was launched on National Burns Awareness Day (NBAD), October 2019, and ran for 3 months. Process evaluation measurements included social media metrics, Google Analytics, and quantitative and qualitative results from a survey of professionals who requested hard copies of the materials via the website.ResultsFindings were summarised under four themes: ‘reach’, ‘engagement’, ‘acceptability’ and ‘impact/behavioural change’. The launch on NBAD generated widespread publicity. The campaign reached a greater number of the target audience than anticipated, with over 400 000 views of the SafeTea educational videos. Parents and professionals engaged with SafeTea and expressed positive opinions of the campaign and materials. SafeTea encouraged parents to consider how to change their behaviours to minimise the risks associated with hot drinks. Reach and engagement steadily declined after the first month due to reduced publicity and social media promotion.ConclusionThe SafeTea campaign was successful in terms of reach and engagement. The launch on NBAD was essential for generating media interest. Future campaigns could be shorter, with more funding for additional social media content and promotion.

Analyzing trends in the aural decoding errors of Japanese EFL learners

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
First Year ◽  
Formulaic Language ◽  
Decoding Skills ◽  
Efl Learners ◽  
Japanese University ◽  
Syntactic Knowledge ◽  
L2 Listening

Abstract Japanese EFL learners’ difficulty with accurately decoding connected English speech motivated this mixed methods study. The aural decoding capacities of 63 first-year Japanese university students, with low to intermediate level English proficiency, were first measured with a battery of paused transcription tests (PTT). The transcriptions were clusters of three-words that each possessed attributes typical of co-articulated speech. In addition, after each test, a subgroup of 10 participants individually listened to the same PTT and recounted introspective self-observations of their perceived difficulties with the aural decoding tasks in their L1. These quantitative and qualitative data were used to identify four trends in decoding errors which were categorized as follows: limited collocation familiarity, syntactic knowledge constraints, difficulties utilizing co-text, and L1 phonological influence. This study investigates some of the difficulties associated with aural decoding, highlights the challenges of identifying the origins of decoding errors and suggests that more focus is needed on developing decoding skills as well as knowledge of formulaic language in L2 listening education.

Sign in / Sign up

Export Citation Format

Share Document