Focus Group Evidence

Ryan, Katherine E.; Gandha, Tysza; Culbertson, Michael; Carlson, Crystal

doi:10.1177/1098214013508300

Cited by 138 publications

(50 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Focus groups allowed the analysis of the participants' perspectives on a particular topic, a greater understanding of how and why these opinions were formed, and more information on how these opinions are discussed among peers (Kitzinger, 1995). The discussions help capture teachers' tacit knowledge and gather information about key issues (Ryan, Gandha, Culbertson, & Carlson, 2014). To learn more about teachers' homework follow-up practices implemented in class and the interactions between teachers and students likely to influence these practices, researchers conducted classroom observations.…”

Section: Data Collectionmentioning

confidence: 99%

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

Rosário

Cunha

Nunes

et al. 2018

Psychology in the Schools

View full text Add to dashboard Cite

Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.

show abstract

Section: Data Collectionmentioning

confidence: 99%

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

Rosário

Cunha

Nunes

et al. 2018

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Focus groups provided insight into the rich experiences of engineering competitions, specifically the similarities and differences across individual experiences of professionalism (Ryan, Gandha, Culbertson, & Carlson, 2014). Nine focus groups were conducted across the year.…”

Section: Data Collectionmentioning

confidence: 99%

Engineering Competitions as Pathways to Development of Professional Engineering Skills

Bland

Kusano

Johri

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

In this paper we present preliminary findings from a research project aimed at identifying learning outcomes in informal environments. We focused on engineering competitions which have gained momentum across a range of engineering disciplines. Increasingly, students are participating in design competitions that range anywhere from multi-year activities such as Concrete Canoe and Formula SAE to short term activities such as one day competitions or Hack-a-thons. Although competitions are becoming popular, there is little research on what students learn through their participation in these events. Proponents of competitions argue that these activities provide students the opportunity to apply both technical and professional skills and knowledge to a practical or applied problem and through their participation improve their skills or knowledge, i.e. learn. To empirically examine this issue we conducted a qualitative study in one engineering competition. We examined students' experiences of developing professional skills. The purpose for this study was to understand how students conceptualized professional skills as they engaged in the competition. Findings indicated that professional responsibilities were discussed most often as cognitions, behaviors, and dispositions. We organized these into three broad categories: self-management, task management, and team management, which can be used as a framework for future research. By providing students the opportunity to own the problem and its outcomes, engineering competitions can empower students to think like, act as, and become professional engineers.

show abstract

“…Finally, each coder cross-checked the transcript of one other coder to ensure consistency across the team. We adopted a social constructionist approach to the analysis; in that, we viewed focus groups as a site in which tacit knowledge about the NR role could be shared and developed collectively (Ryan, Gandha, Culbertson, & Carlson, 2014). Coded material was cut and pasted into separate word documents by code.…”

Section: Focus Group Researchmentioning

confidence: 99%

Treading a tightrope: Professional perspectives on balancing the rights of patient's and relative's under the Mental Health Act in England

Dixon

Wilkinson-Tough

Stone

et al. 2019

Health Soc Care Community

View full text Add to dashboard Cite

Involuntary detention is used internationally to detain and treat people who are deemed to have a mental disorder. In England and Wales, approved mental health professionals (AMHPs) co‐ordinate Mental Health Act assessments which allow for patients to be detained. AMHPs have legal duties to identify, inform and consult with a patient's nearest relative (NR), who are, in turn, given powers to initiate or challenge detention. Our study takes an original approach through examining how AMHPs interpret their duties towards nearest relatives. We adopted a two‐stage design, which involved an online questionnaire with 55 AMHPs and focus group discussions with 33 AMHPs. The research was conducted in England between 2017 and 2018. Our questionnaire found that a high proportion of AMHPs reported that they had spoken to NRs for background information when assessing patients under the Mental Health Act. However, AMHPs were less likely to ask patients about their views of involving the NR prior to assessment. Focus group findings showed that AMHPs saw the NR role as offering an important ‘safeguard’ on the basis that NRs could provide information about the patient and advocate on their behalf. AMHPs identified practical difficulties in balancing their legal obligation towards NRs and patients; particularly where issues of potential abuse were raised or where patients had identified that they did not want NR involvement. While AMHPs stated that they sought to prioritise patient wishes regarding confidentiality, their accounts identified that patient consent about information sharing was sometimes implied rather than sought explicitly. Our findings reinforce conclusions by the recent Independent Review of the MHA, which states that current NR provisions are ‘outdated, variable and insufficient’. We identify that current practice could be improved using advanced choice documents and outline implications for AMHP practice.

show abstract

Focus Group Evidence

Cited by 138 publications

References 38 publications

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

Engineering Competitions as Pathways to Development of Professional Engineering Skills

Treading a tightrope: Professional perspectives on balancing the rights of patient's and relative's under the Mental Health Act in England

Contact Info

Product

Resources

About