Mantras and Myths

Flick, Uwe

doi:10.1177/1077800416655827

Cited by 77 publications

(20 citation statements)

References 40 publications

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“…Selanjutnya, terdapat teknik-teknik yang digunakan dalam metode tersebut untuk mewujudkan akurasi, kekuatan analisis, dan kredibilitas hasil penelitian, yaitu triangulasi, pengujian anggota (member checking) dan pemeriksaan (auditing). Pada penelitian ini validasi penelitian menggunakan teknik triangulasi (Flick, 2017;Kern, 2018;Modell, 2015). Penelitian ini memilih teknik triangulasi sumber.…”

Section: Metodeunclassified

Peran Beyond Budgeting Entry Scan Untuk Mengatasi Permasalahan Penganggaran Sektor Publik

Biswan

Widianto

2019

jamal

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Peran Beyond Budgeting Entry Scan untuk Mengatasi Per masalahan Penganggaran Sektor Publik. Penelitian ini memiliki tujuan untuk mengidentifikasi dan menelaah permasalahan penganggaran pada Badan Layanan Umum (BLU) sebuah perguruan tinggi berdasarkan prinsip beyond budgeting. Metode yang digunakan adalah studi kasus terhadap sejumlah petinggi Politeknik Keuangan Negara STAN. Hasil penelitian menunjukkan bahwa berdasarkan Beyond Budgeting Entry Scan (BBES), terdapat tiga permasalahan utama penganggaran yakni kurangnya responsivitas anggaran, rendahnya level keterlibatan proses penyusunan anggaran, dan inefisiensi distribusi sumber daya. Penganggaran yang responsif, keterlibatan penyusunannya, dan distribusi sumber daya efisien merupakan kunci mengatasi permasalahan penganggaran sektor publik.

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Section: Metodeunclassified

Peran Beyond Budgeting Entry Scan Untuk Mengatasi Permasalahan Penganggaran Sektor Publik

Biswan

Widianto

2019

jamal

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“…An ethnomethodological study (Garfinkel, 1984) was conducted from September 2017 to June 2018 and was divided into 3 stages. This research uses the principle of triangulation (Flick, 2017): theory, data and methods combined to make up the 3 perspectives. In the first stage, one Estonian language teacher (Teele, name changed) was asked to keep a diary describing her text-use in 12 lessons of Estonian L1 and Literature.…”

Section: Research Aims Questions and Methodsmentioning

confidence: 99%

“…Kuna kirjaoskuse uurimisel on kaldutud üha enam just kvalitatiivse fenomenoloogia poole, et sügavamalt ja põhjalikumalt näha kirjaoskuse õpetamise nüansirohkust (Toomey & Kitson, 2017), on ka praegusel juhul valitud etnometodoloogilist laadi uurimisviis (vt Garfinkel, 1984): õpetajaid vaadeldakse kui professionaale, kelle tööalased valikud, väärtushinnangud ja kogemus fookustatakse. Uurimuse metoodikas on rakendatud triangulatsioonipõhimõtet (vt Flick, 2017), mille kohaselt põhineb nii teooria, informantide ja andmekogumisviiside kui ka analüüsimeetodite valik kolmel tahul. Teisisõnu, peale selle, et eespool esitatud teoorial on kolm lähtekohta (kirjaoskus üldpädevusena, uue kirjaoskuse liigid ja tekstikesksus), on ka andmed kogutud kolmel viisil: uuringupäevikute ning individuaal-ja rühmaintervjuude teel.…”

Section: Uuringu Korraldus Ja Metoodikaunclassified

Developing literacy in Estonian as L1: bridges and gaps

Aruvee¹,

Puksand²

2019

EHA

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Inimesed suhtlevad tekstide vahendusel ja nii on tekstikesksel emakeeleõpetusel oluline roll kirjaoskuse saavutamises. Kirjaoskuse kui üldpädevuse peab aga tagama kool tervikuna. Uurimuse probleemina selgitatakse, kuidas eesti keele ja kirjanduse õpetaja teksti vastuvõttu õpetab ning tekste süsteemse keeleõpetusega seob, et sedamööda leida võimalusi kirjaoskuse koostöiseks õpetamiseks aine- ja keeleõppe lõimingus. Eesmärk on õpetajate kogemuse alusel osutada eesti keele ja kirjanduse didaktika arenguvõimalustele ning kirjeldada eesti keele rolli suhtluspädevuse õpetamisel. Põhistatud uurimusest järeldub, et tekstikeskne keeleõpetus jääb kirjaoskuse arendamisel pigem kõrvale, uut kirjaoskust arendatakse tagasihoidlikult. Samas ilmneb tekstivalikute kaudu emakeeleõpetuse interdistsiplinaarsus. Et arendada kirjaoskuse koostöise õpetamise metoodikat ja tekstikeskset keeleõpetust, pakutakse artiklis ideid nii ülikooli eesti keele ainedidaktika arendamiseks kui ka kirjaoskusõpetuse lõimimiseks õpetajakoolitusse. Summary

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“…The interview data was compared to the survey and PRT data to deepen understanding of the use of tools and impact on practice change. Themes from each data source were summarized and then compared [ 44 , 45 ].…”

Section: Methodsmentioning

confidence: 99%

How do clinicians use implementation tools to apply breast cancer screening guidelines to practice?

2018

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BackgroundImplementation tools (iTools) may enhance uptake of guidelines. However, little evidence exists on their use by primary care clinicians. This study explored which iTools clinicians used and how often; how satisfied clinicians were with the tools; whether tool use was associated with practice changes; and identified mediators for practice change(s) related to breast cancer screening (BCS).MethodsCanadian primary care providers who are members of the Practice-Based Small Group Learning Program (n = 1464) were invited to participate in this mixed methods study. An educational module was discussed in a small group learning context, and data collection included an on-line survey, practice reflection tools (PRTs), and interviews. The module included both the Canadian Task Force on Preventive Health Care revised guideline on BCS and iTools for clinician and/or patient use. After discussing the module and at 3 months, participants completed PRTs identifying their planned practice change(s) and documenting implementation outcome(s). Use of the iTools was explored via online survey and individual interviews.ResultsSeventy participants agreed to participate. Of these, 48 participated in the online survey, 43 completed PRTs and 14 were interviewed. Most survey participants (77%) reported using at least one of seven tools available for implementing BCS guideline. Of these (78%) reported using more than one tool. Almost all participants used tools for clinicians (92%) and 62% also used tools for patients. As more tools were used, more practice changes were reported on the survey and PRTs. Interviews provided additional findings. Once information from an iTool was internalized, there was no further need for the tool. Participants did not use tools (23%) due to disagreements with the BCS guideline, patients’ expectations, and/or experiences with diagnosis of breast cancer.ConclusionThis study found that clinicians use tools to implement practice changes related to BCS guideline. Tools developed for clinicians were used to understand and consolidate the recommendations before tools to be used with patients were employed to promote decision-making. Mediating factors that impacted tool use confirmed previous research. Finally, use of some iTools decreased over time because information was internalized.Electronic supplementary materialThe online version of this article (10.1186/s13012-018-0765-2) contains supplementary material, which is available to authorized users.

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Mantras and Myths

Cited by 77 publications

References 40 publications

Peran Beyond Budgeting Entry Scan Untuk Mengatasi Permasalahan Penganggaran Sektor Publik

Peran Beyond Budgeting Entry Scan Untuk Mengatasi Permasalahan Penganggaran Sektor Publik

Developing literacy in Estonian as L1: bridges and gaps

How do clinicians use implementation tools to apply breast cancer screening guidelines to practice?

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