scholarly journals Designing and validating an evaluation inventory for assessing teachers’ professional accountability

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Maryam Rahmatollahi ◽  
Zohre Mohamadi Zenouzagh
Keyword(s):  
School Leadership ◽  
Reliability And Validity ◽  
Second Phase ◽  
Teacher Accountability ◽  
Structured Interviews ◽  
Effective Learning ◽  
Professional Accountability ◽  
Lead Teachers ◽  
Method Factor ◽  
Thematic Network Analysis

AbstractResearch has already established the boundless potential of teachers in assisting effective learning processes, and there is still a need to expand research to illustrate interrelation and connection between the construct of teachers’ professional accountability which moderates and directs student learning. To this end, a comprehensive review of the literature was conducted by the researchers to explore and extract relevant theoretical constructs to teacher accountability. A literature review was followed by structured interviews with 20 administrators, teachers, students, and parents to record perceived concepts related to teacher accountability. Content analysis of recorded interviews and thematic network analysis of literature resulted in a 30-item Likert scale. The researcher-made questionnaire was subject to reliability and validity issues. Thus, in the second phase, the questionnaire was piloted with 142 male and female EFL in-service teachers selected on the basis of the convenient sampling method. Factor analysis on data collected through this reduced the items to 29 and indicated that data on teacher accountability loaded on five components including accountability towards students (N: 7 items), parents (N: 5 items), school leadership (N: 5 items), society (N: 7 items), and the profession (N: 5 items). The results also indicated that the questionnaire enjoys sound psychometric properties of reliability (α: 0.88 ˂0.5). The upshots of this study could provide a better understanding of the concept and lead teachers to be more coherent and accountable.

scholarly journals Migrants’ Narratives on Urban Governance: A Case from Kolkata, a City of the Global South

2021 ◽  
Vol 13 (2) ◽  
pp. 1009
Author(s):  
Anuradha Chakrabarti ◽  
Reena Tiwari ◽  
Haimanti Banerji
Keyword(s):  
Oral History ◽  
Urban Governance ◽  
Governance Structure ◽  
Narrative Approach ◽  
Future Scenarios ◽  
Structured Interviews ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Ethnographic Methodology ◽  
Thematic Network Analysis

The paper aims to reveal the politics of urban governance and the associated impact on the lives of disenfranchised migrants. It critically explores the urban governance structure and the nature of practices involved in the cycle of settlement, eviction, resistance and resettlement. The case of Nonadanga, located at the urban margin of Kolkata, India, was explored for this purpose. An ethnographic methodology comprising observation, semi-structured interviews and oral history was adopted for the research. Twelve squatter dwellers and four experts working in Nonadanga and Kolkata were interviewed for this purpose. A three-step data analysis comprising a narrative approach, thematic network analysis and validation was adopted. A critical review of inclusive practices, together with ethnographic survey findings, demonstrates that migrants live in a condition the paper calls “partial rights”, which is a manifestation of the dialectics of inclusiveness practiced by the urban governance structure and derived from the interaction between urban governance structure and migrants’ agency. By analyzing past development trends, the paper outlines possible future scenarios for migrants’ living conditions and discusses their impact on achieving the targeted Sustainable Development Goal 11 for inclusive cities by 2030.

scholarly journals Crafting New Narratives of Diasporic Resistance with Indo-Caribbean Women and Gender-Expansive People across Generations

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 2
Author(s):  
Arita Balaram
Keyword(s):  
Oral History ◽  
Digital Archive ◽  
Second Phase ◽  
Structured Interviews ◽  
Women And Gender ◽  
Digital Archiving ◽  
Caribbean Women ◽  
Gender Based ◽  
And Gender ◽  
Oral History Interviews

This study used participatory oral history and digital archiving to explore two interrelated questions: How do Indo-Caribbean women and gender-expansive people across generations experience processes of storytelling? What are the challenges and possibilities of oral history and digital archiving for constructing alternative histories and genealogies of resistance? In the first phase of the study, twelve Indo-Caribbean women and gender-expansive people across generations participated in an oral history workshop where they were introduced to oral history methods, co-created an interview guide, conducted oral history interviews of one another, and engaged in collective reflection about processes of storytelling. In the second phase, four co-authors of a community-owned digital archive participated in semi-structured interviews about their work to craft new narratives of diasporic resistance rooted in the everyday stories of Indo-Caribbean women and gender-expansive people. In this paper, I analyze how Indo-Caribbean women and gender-expansive people practice resistance by breaking silences in their communities around gender-based oppression, shift norms through producing analyses of their own stories, and reshape community narratives. Furthermore, I explore how oral history participants and co-authors of a digital archive understand the risks associated with sharing stories, raising the ethical dilemmas associated with conceptualizing storytelling as purely liberatory.

Measuring Consumer Motivations to Share Rumors

2014 ◽  
Vol 4 (3) ◽  
pp. 51-67 ◽  
Author(s):  
Subin Sudhir ◽  
Anandakuttan B. Unnithan
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Information Sharing ◽  
Word Of Mouth ◽  
Relationship Management ◽  
Reliability And Validity ◽  
Review Of Literature ◽  
Structured Interviews ◽  
Anxiety Management ◽  
Confirmatory Factor

Rumors are often shared in the marketplace about products, services, brands or organizations; both in the online as well as in the offline scenarios. These rumors get communicated from consumer to consumer in the form of Word of Mouth (WOM). An exhaustive review of literature identified four motivations for consumers to share rumors in the marketplace; which included anxiety management motivation, information sharing motivation, relationship management motivation and self enhancement motivation. The review was not conclusive in identifying any scales for the measurement of these motivations. The article develops a scale for measuring these four motivations. Structured interviews were initially conducted to identify 33 items that motivate a consumer to share rumors. Based on an exploratory factor analysis and confirmatory factor analysis four factors were identified and the final scale retained 21 items. The scale displayed good scores of reliability and validity.

scholarly journals Reaction to and Coping With Domestic Violence by Iranian Women Victims: A Qualitative Approach

2015 ◽  
Vol 8 (7) ◽  
pp. 100 ◽  
Author(s):  
Masoud Bahrami ◽  
Paymaneh Shokrollahi ◽  
Shahnaz Kohan ◽  
Ghodratollah Momeni ◽  
Mozhgan Rivaz
Keyword(s):  
Domestic Violence ◽  
Content Analysis ◽  
Reliability And Validity ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Coping With Stress ◽  
Ways Of Coping ◽  
Health Promoting ◽  
Seeking Help ◽  
And Coping

<p><strong>INTRODUCTION:</strong> Domestic violence is a continual stressor that motivates its victim to react. The way a woman deals with her husband’s violence determine the consequence of the violent relationship. In the present study, a qualitative approach was employed to investigate women’s reactions to and ways of coping with domestic violence.</p><p><strong>METHOD:</strong> Semi-structured interviews were conducted in 2014 with 18 women who experienced domestic violence in an attempt to explain how women deal with domestic violence. After the interviews were transcribed word by word, they were explored in the form of meaningful units and encoded as subcategories and categories<strong> </strong>through inductive content analysis. The reliability and validity of the interviews were measured by an external supervisor.</p><p><strong>RESULTS: </strong>Two categories of reaction and coping were identified through content analysis: passive and non-normative measures and active measures. Passive and non-normative measures included the subcategories of harmful behaviors, retaliation, tolerance, and silence. Active measures included seeking help and advice, legal measures, leaving the spouse, positive and health promoting measures.</p><p><strong>CONCLUSION: </strong>In the present study, ways of coping with a husband’s violence among women experiencing domestic violence were divided into two categories: passive and non-normative measures and active measures. These categories confirmed the models of coping with stress in previous studies. Adopting an appropriate approach to dealing with domestic violence is affected by a woman’s capacity and beliefs, the dominant culture, intensity of the violence, available social and legal supports, and effectiveness of evaluation measures. To generalize service provision to victimized women, the type of coping and the reason for adopting the chosen approach need to be taken into account.</p>

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

scholarly journals Development and Psychometric Validation of the Dementia Attitudes Scale

2010 ◽  
Vol 2010 ◽  
pp. 1-10 ◽  
Author(s):  
Melissa L. O'Connor ◽  
Susan H. McFadden
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Psychometric Validation ◽  
Attitudes Toward Disabilities ◽  
Nursing Assistant ◽  
Structured Interviews ◽  
Certified Nursing Assistant ◽  
Social Comfort

This study employed qualitative construct mapping and factor analysis to construct a scale to measure attitudes toward dementia. Five family caregivers, five professionals, and five college students participated in structured interviews. Qualitative analysis of the interviews led to a 46-item scale, which was reduced to 20 items following principal axis factoring with two different samples: college students () and certified nursing assistant students (). Confirmatory factor analysis was then conducted with another sample of college students (). The final scale, titled the Dementia Attitudes Scale (DAS), essentially had a two-factor structure; the factors were labeled “dementia knowledge” and “social comfort.” Total-scale Cronbach's alphas ranged 0.83–0.85. Evidence for convergent validity was promising, as the DAS correlated significantly with scales that measured ageism and attitudes toward disabilities (range of correlations = 0.44–0.55; mean correlation ). These findings demonstrate the reliability and validity of the DAS, supporting its use as a research tool.

Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique

2021 ◽  
Vol 10 (1) ◽  
pp. 24-24
Author(s):  
Rojin Soleimanzadeh ◽  
Kousha Sarpari ◽  
Nasrin Abdi ◽  
Parisa Heydari ◽  
Yadolah Zarezadeh
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Critical Incident ◽  
Clinical Skills ◽  
Critical Incident Technique ◽  
Dental Students ◽  
Structured Interviews ◽  
Process Data ◽  
Effective Learning ◽  
Perceived Experiences

Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and "interacting with students and patients" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.

Navigating the Turbulent Time: A Qualitative Inquiry into Resilience among Vietnamese ESL Teachers during COVID-19

2021 ◽  
Vol 2 (1) ◽  
pp. 49-53
Author(s):  
Thi Thuy Trang Pham
Keyword(s):  
Risk Factors ◽  
Protective Factors ◽  
School Leadership ◽  
Autonomous Motivation ◽  
Qualitative Inquiry ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Resilience Process ◽  
Protective Resources ◽  
Relational Resources

The aim of this study is to explore the dynamics of the resilience process among Vietnamese ESL (English as the Second Language) university teachers during the Covid-19 pandemic. Specifically, this study investigated the interactions between risk factors and protective factors at both personal and contextual levels that shape teachers' resilience patterns. Fifteen teachers from different stages of teaching career participated in in-depth semi-structured interviews in qualitative research design, and the collected data were analyzed by means of a two-cycle analysis procedure. Findings of the study revealed two major risk factors, including turbulence and ambiguity and decreasing autonomous motivation. Despite this, teachers drew on three primary resources to adapt to the abrupt changes: positive imaginaries about the future, sense of professionalism, and relational resources. Analysis showed that these protective factors were located across personal level and microsystems; however, there were missing links for protective resources at institutional level, mesosystems, and macrosystems. Taking cognizance of this, the study emphasizes the role of transparent policies and school leadership in bolstering teachers’ resilience in adversities.

School leaders' adoption and implementation of artificial intelligence

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Mark Tyson ◽  
Nicholas J. Sauers
Keyword(s):  
Artificial Intelligence ◽  
School Leadership ◽  
School Leaders ◽  
Implementation Process ◽  
The Body ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Content Type ◽  
Adoption And Implementation

PurposeThe purpose of this study is to examine school leaders' experiences with adoption and implementation of artificial intelligence systems in their schools. It examined the factors that led educational administrators to adopt one artificial intelligence program (ALEKS) and their perceptions around the implementation process.Design/methodology/approachThis was a qualitative case study that included structured interviews with seven individuals who have adopted artificial intelligence programs in their schools. Participants were identified through purposive and snowball sampling. Interview transcripts were analyzed and put through a two-step coding process involving in vivo coding as well as pattern coding.FindingsTwo major themes emerged from this study pertaining to the state of the diffusion of artificial intelligence through the adoption and implementation process. The findings indicated that school leaders were actively engaged in conversations related to AI adoption and implementation. They also created structures (organizational) to ensure the successful adoption and implementation of artificial intelligence.Originality/valueThis is an original study that examined the experiences of school leaders who have adopted and implemented artificial intelligence in their schools. The body of literature related to artificial intelligence and school leadership is extremely limited.

Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions

RELC Journal ◽  
2019 ◽  
Vol 51 (2) ◽  
pp. 212-226
Author(s):  
Saeedeh Jafari Pazoki ◽  
Minoo Alemi
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Participant Observation ◽  
Learning Experience ◽  
Principal Component ◽  
Needs Analysis ◽  
Second Phase ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Motivation For Learning

Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students’ motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of ESP learners’ motivation. Focussing on engineering fields at three Iranian state universities, this study aimed to identify factors that affect engineering students’ motivation for learning technical English in ESP courses. Using a mixed method design, this study was conducted in two phases. In the first phase, semi-structured interviews with 40 undergraduate students helped to identify motivational variables, select a theoretical framework and develop instruments for the second phase. In the second phase, a survey using a 28-item questionnaire with 152 students, semi-structured interviews with 60 students, in-depth interviews with eight ESP practitioners and non-participant observation in seven ESP classes were done in parallel. Principal Component Analysis on survey data resulted in five motivational components of main sources of engineering students’ motivation to learn technical English: 1) ideal-self, 2) ought-to self, 3) instrumentality promotion motivation, 4) learning conditions, and 5) learning experience. These components were in agreement with Dӧrnyei’s L2 Motivational Self-system. Further quantitative and qualitative data analyses revealed that long-term goals and the practicalities of using technical English in every day life promote motivation more than a sense of obligation to learn technical English. Moreover, the results showed that Engineering students had negative attitudes towards elements of ESP learning experience, which best explained the reasons for students’ low motivation. The findings also supported the significant effect of academic levels on motivation. The factors that motivated students call for modifications in ESP courses which are discussed as pedagogical implications.

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