Do we see through their eyes? Testing a bilingual questionnaire in education research using cognitive interviews

Sopromadze, Natia; Moorosi, Pontŝo

doi:10.1080/1743727x.2016.1181163

Cited by 6 publications

(4 citation statements)

References 73 publications

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“…Purposeful maximum variation sampling was deemed necessary in order to elicit underrepresented and historically excluded perspectives in regard to race, gender, and neurotype (cf. Sopromadze & Moorosi, 2016; Upadhyay & Lipkovich, 2020). Specifically, we utilized a combination of our personal and professional social networks to intentionally invite up to 19 SLPs1 who varied in terms of gender, race/ethnicity, U.S. geography, work setting, neurotype, and anticipated perspective of autism.…”

Section: Methodsmentioning

confidence: 99%

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“I Have a Different Perspective as I Am Working Through This”

DeThorne,

Pierce,

Rang

et al. 2024

Topics in Language Disorders

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Purpose: Whereas the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) characterizes autism as a neurological disorder typified by impairment in social communication and restricted interests/repetitive behaviors (American Psychiatric Association, 2013), the neurodiversity paradigm focuses on autism as a form of neurological diversity that may be central to a person's identity. The purpose of this study was to pilot the Autism Understanding Tool for Introspection and Evaluation (AUTIE) as a means to encourage and examine speech–language pathologists' (SLPs) reflections on autism. Methods: We utilized purposeful maximum variation sampling to recruit nine SLPs (one being a graduate student) and administered a “think aloud” procedure with video conferencing to elicit their reflections while taking the AUTIE. Participant reflections were analyzed using three sequential phases of inductive thematic analysis. Results: The analysis of 270 self-reflective comments led to eight key themes that were each associated with comments from four or more of the nine participating SLPs: (a) acknowledgment of divergent perspectives, (b) specification of environmental barriers, (c) importance of autistic identity, (d) questioning the concept of normality, (e) resolving tensions through person-centered care, (f) integrating multiple forms of expertise, (g) parallels with other marginalized identities, and (h) changes in views over time. We contextualized the themes by embedding examples within analytic narratives from two autistic SLP participants Conclusion: Results supported use of the AUTIE as a tool to elicit meaningful reflection about the divergent and evolving views of autism. Implications focused on the need to address this complex landscape both within our individualized clinical practice and our professional field at large.

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Section: Methodsmentioning

confidence: 99%

“…Investigators were encouraged to ask follow-up questions as needed for clarity or elaboration, but few were needed. In line with other similar studies (e.g., Sopromadze & Moorosi, 2016; Upadhyay & Lipkovich, 2020), sessions were not recorded to help ensure participant comfort and confidentiality.…”

Section: Methodsmentioning

confidence: 99%

“I Have a Different Perspective as I Am Working Through This”

DeThorne,

Pierce,

Rang

et al. 2024

Topics in Language Disorders

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“…Day 1 covered preinterview preparation (Sands et al, 2007). On Day 1, interviewers were trained on: what information was needed and what to ask the research team for before each interview, biases that may distort responses (Aronson Fontes, 2009), and information on the cultural and linguistic contexts of the interviews (Sopromadze & Moorosi, 2017). Day 2 focused on “during-interview barriers” (Sands et al, 2007): developing rapport and conveying respect (Aronson Fontes, 2009), nonverbal communication (Aronson Fontes, 2009), postinterview notes, and practice interviews with each research site’s specific FT interview guide.…”

Section: Methodsmentioning

confidence: 99%

Rape Appraisals: Class Mobility, Social Geography, and Sexual Morality Tales in Ghana, South Africa, and Rwanda

McGuffey

2021

Journal of Black Psychology

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Interdisciplinary scholarship in violence and trauma studies suggest that a person’s interpretation of stressful events contours how the person will respond. It is through the two-part appraisal process that survivors determine how they will cope. This project utilizes an identity-based approach to demonstrate that survivors use group-based ideologies such as social class, geography, gender, sexuality, and, for some, race to appraise their accounts of violence, assess their coping strategies, and manage traumatic events. Using the cross-cultural accounts of 146 Black Ghanaian, South African, and Rwandan women rape survivors, the findings extend the appraisal approach by highlighting how survivors in this study utilized sexual morality tales to construct a variety of appraisal accounts to interpret their assaults and to justify their coping strategies. I call these appraisals opportunities, possibilities, limitations, and solidarities. These differing appraisals demonstrated that social milieu contours the psychological experience of violence and can engender both parallel and divergent interpretations across social class and cultural contexts. Last, the implications of these findings for comparative sexual assault studies, theories of traumatic coping, gender and development, and intersectionality are discussed.

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“…The data collection spanned two months, from August to September 2023, employing questionnaires (Sopromadze & Moorosi, 2017) and interviews (Adhabi & Anozie, 2017;Rahayu et al, 2022). The questionnaires, consisting of 20 items shared online, served as versatile tools to gather information on teachers' experiences with ICT.…”

Section: Instruments and Proceduresmentioning

confidence: 99%

Reflective Study on the Shift of Teachers’ Perception Towards ICT Integration in English Teaching

2024

FeD

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This reflective study investigated the transformation of English language teachers' perceptions of Information and Communication Technology (ICT) integration into English teaching throughout the COVID-19 pandemic. Two groups of English instructors from junior and senior high schools in Jepara Regency and Semarang City participated in this study. Data collecting methods included surveys and interviews. The findings indicated a considerable shift in teachers' views towards ICT integration, from a stage of limited integration before the pandemic, where its use was not widespread, to becoming an essential tool during the pandemic, relied upon as the main mode of instruction. Following the pandemic, there was a reevaluation of its significance and priority, leading to a reassessment of its role in education and teaching methodologies. After the pandemic, ICT integration has become essential for both online and hybrid learning and has gained widespread recognition for its importance in education. During the COVID-19 outbreak, online learning became the main way of teaching. After the pandemic, some teachers went back to in-person classes, but the use of technology remained important. This shows that teachers still need good training to use technology well. The findings indicated that many forms of technology for teaching are hard for both Indonesian students and teachers. Hence, it indicated the vital role of continuous training and support for educators to adjust and adapt their ICT integration into teaching English. By providing ongoing learning opportunities and assistance, teachers can better adapt to the changing educational environment which makes schools better for both students and teachers.

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Do we see through their eyes? Testing a bilingual questionnaire in education research using cognitive interviews

Cited by 6 publications

References 73 publications

“I Have a Different Perspective as I Am Working Through This”

“I Have a Different Perspective as I Am Working Through This”

Rape Appraisals: Class Mobility, Social Geography, and Sexual Morality Tales in Ghana, South Africa, and Rwanda

Reflective Study on the Shift of Teachers’ Perception Towards ICT Integration in English Teaching

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