Integrating data in a complex mixed‐methods classroom interaction study

Ertesvåg, Sigrun K.; Sammons, Pam; Blossing, Ulf

doi:10.1002/berj.3678

Cited by 13 publications

(5 citation statements)

References 29 publications

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“…Quantitative and qualitative data will be analyzed separately, with findings integrated following a triangulation protocol at the participant level to explore potential relationships between mHealth intervention implementation, intervention acceptability and perceived impact, and changes in adherence to medication and follow-up visits and psychological distress. Joint displays will be used to compare quantitative and qualitative findings [ 68 , 69 ]. We will present the analysis for discussion with GAB members to aid sense-making and interpretation of results.…”

Section: Methodsmentioning

confidence: 99%

An mHealth Intervention to Improve Guardians’ Adherence to Children’s Follow-Up Care for Acute Lymphoblastic Leukemia in Tanzania (GuardiansCan Project): Protocol for a Development and Feasibility Study

Chiwanga¹,

Woodford²,

Masika³

et al. 2023

JMIR Res Protoc

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Background Cancer is a leading cause of death during childhood and in low- and middle-income countries survival rates can be as low as 20%. A leading reason for low childhood cancer survival rates in low- and middle-income countries such as Tanzania is treatment abandonment. Contributing factors include poor communication between health care providers and children’s guardians, insufficient cancer knowledge, and psychological distress. Objective Our aim is to respond to Tanzanian guardians’ poor adherence to children’s follow-up care after treatment for acute lymphoblastic leukemia with the help of mobile health (mHealth) technology. Our goal is to increase guardians’ adherence to children’s medications and follow-up visits and to decrease their psychological distress. Methods Following the Medical Research Council framework for developing and evaluating complex interventions, we will undertake the GuardiansCan project in an iterative phased approach to develop an mHealth intervention for subsequent testing. Public contribution activities will be implemented throughout via the establishment of a Guardians Advisory Board consisting of guardians of children with acute lymphoblastic leukemia. We will examine the acceptability, feasibility, and perceived impact of Guardians Advisory Board activities via an impact log and semistructured interviews (study I). In phase 1 (intervention development) we will explore guardians’ needs and preferences for the provision of follow-up care reminders, information, and emotional support using focus group discussions and photovoice (study II). We will then co-design the mHealth intervention with guardians, health care professionals, and technology experts using participatory action research (study III). In phase 2 (feasibility), we will examine clinical, methodological, and procedural uncertainties associated with the intervention and study procedures to prepare for the design and conduct of a future definitive randomized controlled trial using a single-arm pre-post mixed methods feasibility study (study IV). Results Data collection for the GuardiansCan project is anticipated to take 3 years. We plan to commence study I by recruiting Guardians Advisory Board members in the autumn of 2023. Conclusions By systematically following the intervention development and feasibility phases of the Medical Research Council Framework, and working alongside an advisory board of guardians, we intend to develop an acceptable, culturally appropriate, feasible, and relevant mHealth intervention with the potential to increase guardians’ adherence to children’s follow-up care after treatment of acute lymphoblastic leukemia, leading to a positive impact on children’s health and chances to survive, and reducing distress for guardians. International Registered Report Identifier (IRRID) PRR1-10.2196/48799

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Section: Methodsmentioning

confidence: 99%

An mHealth Intervention to Improve Guardians’ Adherence to Children’s Follow-Up Care for Acute Lymphoblastic Leukemia in Tanzania (GuardiansCan Project): Protocol for a Development and Feasibility Study

Chiwanga¹,

Woodford²,

Masika³

et al. 2023

JMIR Res Protoc

View full text Add to dashboard Cite

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“…Examining different aspects of multifaceted phenomena by using both qualitative and quantitative data collection (Fetters, 2019). Ertesvåg et al (2021) illustrated the use of diffraction by examining four distinct research questions in mixed methods study of classroom interaction for the purpose of enhancing student learning. The study aimed to improve teachers' classroom interaction skills.…”

Section: Diffractingmentioning

confidence: 99%

Decision tree for identifying pertinent integration procedures and joint displays in mixed methods research

Younas

Durante

2022

Journal of Advanced Nursing

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Aims:To propose a decision tree for identifying appropriate integration procedures and joint displays for achieving integration in mixed methods studies.Design: A methodological discussion.Data Sources: Methodological literature including mixed methods textbooks, methodological reviews and studies published in the last 10 years (2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022).Implications for Nursing: Mixed methods are instrumental to study complex nursing care processes and health-human phenomena. Nurse researchers can use this decision tree to choose the most appropriate integration procedures to overcome the integration challenge when designing and conducting mixed methods nursing studies. Conclusion:Integration procedures and joint displays are the most widely used methods for tackling the integration challenge in mixed methods research (MMR). The multifaceted and contingent nature of these methods are beneficial for their tailored and adapted use at the data collection, analysis, interpretation and reporting levels. The use of the most pertinent integration procedures and joint displays is critical for ensuring quality in MMR. Impact:A growing methodological literature on MMR offers a wide range of integration procedures and techniques. Therefore, choosing appropriate integration procedures and analysis methods can be challenging for nurse researchers interested in conducting mixed methods studies. A decision tree is developed outlining 14 integration procedures and their corresponding mixed methods designs, purposes and joint displays. Examples of mixed methods studies in the discipline of nursing are presented to illustrate the implementation of the integration procedures. The decision tree can serve as a straightforward methodological tool for decision making in MMR. Nurse researchers can effectively use this decision tree for research and teaching purposes.

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“…The present study draws on data from an overarching mixed-method study on Classroom Interaction for Enhanced Student Learning (CIESL) that explored Norwegian classrooms for students from 10 to 16 years old. The data were collected through a mix of teacher and student surveys, interviews, and observations (e.g., Ertesvåg et al, 2020).…”

Section: Overarching Studymentioning

confidence: 99%

Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms

Sølvik

Glenna

2021

J Educ Change

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Teachers worldwide are challenged to adjust their teaching to meet students’ needs for deeper learning. The lack of mutual understanding among researchers, policymakers and teachers tends to blur the discussion on how to enhance deeper learning through teaching, which further challenges teachers in making changes in their classroom practices. This qualitative observation study aims to explore how five skilled and experienced Norwegian teachers facilitate 10–16-year-old students’ potential deeper learning in whole-class teaching. The teachers are videotaped four times during a school year, and observations show how teachers enhance or undermine students’ active involvement, facilitate or hinder positive learning environments, support or impede deeper understanding, and stimulate or inhibit metacognitive reflection. The observations are discussed within a framework of the literature and research on how deeper learning is understood and promoted. The findings indicate how teachers’ facilitation of a supportive learning environment is essential to actively involve students in the classroom interactions and dialogue needed to promote deeper content understanding and metacognitive reflection. We explore the potential for deeper learning within whole-class teaching and argue that such potential arises when teachers facilitate collective, reciprocal, supportive, cumulative and purposeful classroom interactions. Nevertheless, we acknowledge the importance of employing varied teaching practices to further address students’ need for deeper learning. The study presents examples of whole-class teaching practices framed by theory and the earlier research on deeper learning, which may contribute to the concretization of policy changes in support of deeper learning in education.

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Integrating data in a complex mixed‐methods classroom interaction study

Cited by 13 publications

References 29 publications

An mHealth Intervention to Improve Guardians’ Adherence to Children’s Follow-Up Care for Acute Lymphoblastic Leukemia in Tanzania (GuardiansCan Project): Protocol for a Development and Feasibility Study

An mHealth Intervention to Improve Guardians’ Adherence to Children’s Follow-Up Care for Acute Lymphoblastic Leukemia in Tanzania (GuardiansCan Project): Protocol for a Development and Feasibility Study

Decision tree for identifying pertinent integration procedures and joint displays in mixed methods research

Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms

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