Reflections on focus group sessions regarding inclusive education: reconsidering focus group research possibilities

Nel, Norma; Romm, Norma R. A.; Tlale, Lloyd Daniel Nkoli

doi:10.1007/s13384-014-0150-3

Cited by 16 publications

(7 citation statements)

References 24 publications

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“…I point below to my way of gearing the focus group discussion around the possibility of mutual researching together, and I also draw out the significance of feedback received. This complements articles that we published in other journals (NEL, ROMM & TLALE, 2014;ROMM, NEL & TLALE, 2013). [22] In this article, I furthermore offer some quotations from one of the group discussions with teachers in a rural area of Kwa-Zulu Natal, namely in Escourt Circuit (with different co-facilitators 5 ).…”

Section: The Setting Of the Focus Group Discussionmentioning

confidence: 86%

Conducting Focus Groups in Terms of an Appreciation of Indigenous Ways of Knowing

Romm¹

2017

Handbook of Research Methods in Health Social Sciences

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Abstract:In this article I consider some examples of conducting focus groups in South Africa with school teachers in a manner which takes into account indigenous ways of knowing. Indigenous knowing (within various indigenous cultural heritages) can be defined as linked to processes of people collectively constructing their understandings by experiencing their social being in relation to others. I indicate how the conduct of focus groups can be geared towards taking into account as well as strengthening knowing as a relational activity defined in this way. Once facilitators of focus groups appreciate this epistemology they can set up a climate in which people feel part of a research process of relational discussion around issues raised. This requires an effort on the part of facilitators to make explicit to participants the type of orientation to research that is being encouraged via the focus group session. I offer examples of attempts to practice such an approach to facilitation, including examples of feedback obtained from participants regarding their experience of the research process.

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Section: The Setting Of the Focus Group Discussionmentioning

confidence: 86%

Conducting Focus Groups in Terms of an Appreciation of Indigenous Ways of Knowing

Romm¹

2017

Handbook of Research Methods in Health Social Sciences

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“…The program should be facilitated by a trained and impartial facilitator who may be an expert in the field that can manage group dynamics, guide the synthesis of a cogent narrative, offer insights and personalised support should the need arise and debrief the participants individually if needed [ 21 , 24 , 28 , 30 , 89 , 109 , 121 , 156 , 162 , 163 , 175 ]. The session should be carried out in a ‘safe’ and appropriate setting that will be conducive to open sharing [ 29 , 86 , 109 , 121 – 123 , 134 , 136 , 143 , 150 , 154 , 156 , 176 ]. The session should be ring-fenced or be part of the ‘protected time’ for reflections during the training program [ 28 , 30 , 121 – 123 , 137 ].…”

Section: Discussionmentioning

confidence: 99%

A systematic scoping review of group reflection in medical education

Phua,

Owyong,

Leong

et al. 2024

BMC Med Educ

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Background Reviewing experiences and recognizing the impact of personal and professional views and emotions upon conduct shapes a physician’s professional and personal development, molding their professional identity formation (PIF). Poor appreciation on the role of reflection, shortages in trained tutors and inadequate ‘protected time’ for reflections in packed medical curricula has hindered its integration into medical education. Group reflection could be a viable alternative to individual reflections; however, this nascent practice requires further study. Methods A Systematic Evidence Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure a review of group reflections in medical education. Independent searches of articles published between 1st January 2000 and 30th June 2022 in bibliographic and grey literature databases were carried out. Included articles were analysed separately using thematic and content analysis, and combined into categories and themes. The themes/categories created were compared with the tabulated summaries of included articles to create domains that framed the synthesis of the discussion. Results 1141 abstracts were reviewed, 193 full-text articles were appraised and 66 articles were included and the domains identified were theories; indications; types; structure; and benefits and challenges of group reflections. Conclusions Scaffolded by current approaches to individual reflections and theories and inculcated with nuanced adaptations from other medical practices, this SSR in SEBA suggests that structured group reflections may fill current gaps in training. However, design and assessment of the evidence-based structuring of group reflections proposed here must be the focus of future study.

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“…The aim of this was to safeguard the use of appropriate vocabulary and question formulation. In addition to the obvious benefits for qualitative assessment (Galliot & Graham, 2016), as the students were with their classmates, the focus group allowed them to feel more at ease when it came to sharing their experiences and answering the interviewer's questions (Nel, Romm, & Tlale, 2015).…”

Section: Methodsmentioning

confidence: 99%

On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games

Beserra

Nussbaum

Oteo

2017

Journal of Educational Computing Research

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When performing a task in the classroom, it is essential to place the focus on learning. In the classroom, it is possible to distinguish between time spent by students on-task and off-task. The former is the time in which the student is focused on the learning task; the latter is the remaining time in which they focus on other activities. Understanding the relationship between the two is a concern for teachers, especially for those who teach mathematics and other subjects that are often considered unattractive by students. Given the opportunity afforded by educational video games to motivate and engage math students, an educational drill-and-practice video game was used in this study to practice second-grade arithmetic and study the students' on-task and off-task behavior. We found that when practicing arithmetic using an educational drill-and-practice video game, time on-task decreases during an activity (30 minutes) as well as over the course of the school year (March to December). This study has implications for the length of mathematics classes at schools as well as the need to vary activities during a class.

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Reflections on focus group sessions regarding inclusive education: reconsidering focus group research possibilities

Cited by 16 publications

References 24 publications

Conducting Focus Groups in Terms of an Appreciation of Indigenous Ways of Knowing

Conducting Focus Groups in Terms of an Appreciation of Indigenous Ways of Knowing

A systematic scoping review of group reflection in medical education

On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games

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