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“ERIC ED411305: Using Focus Group Interviews As A Continuous And Cumulative Measure Of The Effects Of School Restructuring And Reform.” Metadata:

• Title: ➤  ERIC ED411305: Using Focus Group Interviews As A Continuous And Cumulative Measure Of The Effects Of School Restructuring And Reform.
• Author: ERIC
• Language: English

“ERIC ED411305: Using Focus Group Interviews As A Continuous And Cumulative Measure Of The Effects Of School Restructuring And Reform.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Educational Change - Educational Policy - Evaluation Methods - Focus Groups - High Schools - Interviews - Mainstreaming - Needs Assessment - Research Methodology - School Restructuring - Special Education - Suburban Schools - Emerson, John - Maddox, Mary

Edition Identifiers:

• Internet Archive ID: ERIC_ED411305

“Focus Group Interviews (WP5)” Metadata:

• Title: Focus Group Interviews (WP5)
• Authors: ➤  Mads P. SørensenNiels MejlgaardTine RavnCostas A. CharitidisAna MarusicIvan BuljanRea ScepanovicPanagiotis KavourasAndrea Reyez ElizondoWolfgang KaltenbrunnerGeorge GaskellGiuseppe A. VeltriSimon FuglsangJoeri K. TijdinkKrishma Labib

Edition Identifiers:

• Internet Archive ID: osf-registrations-ux245-v1

“Facilitators And Barriers To Patients Managing Their Medical Data Via The Patient Portal: Focus Group Interviews With Patients And Clinicians” Metadata:

• Title: ➤  Facilitators And Barriers To Patients Managing Their Medical Data Via The Patient Portal: Focus Group Interviews With Patients And Clinicians
• Authors: ➤  Debby J. DamenGuus SchoonmanEmiel KrahmerBarbara MaatMirela HabibovicSteffen Pauws

Edition Identifiers:

• Internet Archive ID: osf-registrations-pmzej-v1

“Focus Group: Personal Interviews” Metadata:

• Title: ➤  Focus Group: Personal Interviews

“Focus Group: Personal Interviews” Subjects and Themes:

• Subjects: ➤  tobacco - cigarette - smoker - male - female - laboratory research - mental health - cancer - smoker behavior - Browse by keywords in UCSF industry videos

Edition Identifiers:

• Internet Archive ID: tobacco_mdn02b00

“Perceptions Of HIV/STI Prevention Among Young Adults In Sweden Who Travel Abroad: A Qualitative Study With Focus Group And Individual Interviews.” Metadata:

• Title: ➤  Perceptions Of HIV/STI Prevention Among Young Adults In Sweden Who Travel Abroad: A Qualitative Study With Focus Group And Individual Interviews.
• Authors: Qvarnstrom, AnnaOscarsson, Marie G
• Language: English

Edition Identifiers:

• Internet Archive ID: pubmed-PMC4168049

“ERIC ED342325: Focus Group Interviews: Applications For Institutional Research.” Metadata:

• Title: ➤  ERIC ED342325: Focus Group Interviews: Applications For Institutional Research.
• Author: ERIC
• Language: English

“ERIC ED342325: Focus Group Interviews: Applications For Institutional Research.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Higher Education - Institutional Research - Interviews - Qualitative Research - Research Design - Research Methodology

Edition Identifiers:

• Internet Archive ID: ERIC_ED342325

“ERIC ED473193: Dropping Out At Western Iowa Tech Community College: A Report Summarizing Focus Group Interviews.” Metadata:

• Title: ➤  ERIC ED473193: Dropping Out At Western Iowa Tech Community College: A Report Summarizing Focus Group Interviews.
• Author: ERIC
• Language: English

“ERIC ED473193: Dropping Out At Western Iowa Tech Community College: A Report Summarizing Focus Group Interviews.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Academic Persistence - College Faculty - Community Colleges - Dropout Research - Dropouts - Participant Satisfaction - Program Evaluation - School Holding Power - Student Attitudes - Student Attrition - Two Year College Students - Two Year Colleges - Nitzke, Joseph - Wacker, Mary Ellen

Edition Identifiers:

• Internet Archive ID: ERIC_ED473193

“Focus Group Interviews For Parliament Cigarettes” Metadata:

• Title: ➤  Focus Group Interviews For Parliament Cigarettes

“Focus Group Interviews For Parliament Cigarettes” Subjects and Themes:

• Subjects: ➤  advertising - marketing - filter - cigarette packaging - cigarette design - product development - smoker - cigarette - tobacco - Browse by keywords in UCSF industry videos

Edition Identifiers:

• Internet Archive ID: tobacco_rydl0166

“Focus Group Interviews : A Reader” Metadata:

• Title: ➤  Focus Group Interviews : A Reader
• Language: English

“Focus Group Interviews : A Reader” Subjects and Themes:

• Subjects: ➤  Interviewing in marketing research - Focused group interviewing

Edition Identifiers:

• Internet Archive ID: focusgroupinterv0000unse

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Metadata:

• Title: ➤  ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.
• Author: ERIC
• Language: English

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Menzies, Victoria Hewitt, Catherine Kokotsaki, Dimitra Collyer, Clare Wiggins, Andy Active Learning - Student Projects - Questionnaires - Attitude Measures - Intervention - Correlation - Pretests Posttests - Experimental Groups - Comparative Analysis - Randomized Controlled Trials - Foreign Countries - Case Studies - Grade 6 - Control Groups - Secondary School Students - Learner Engagement - Eligibility - Teaching Assistants - Pilot Projects - Literacy - Lunch Programs - Factor Analysis - Statistical Analysis - Observation - Focus Groups - Interviews - Teacher Surveys

Edition Identifiers:

• Internet Archive ID: ERIC_ED581257

“ERIC EJ1076137: Observing Engineering Student Teams From The Organization Behavior Perspective Using Linguistic Analysis Of Student Reflections And Focus Group Interviews” Metadata:

• Title: ➤  ERIC EJ1076137: Observing Engineering Student Teams From The Organization Behavior Perspective Using Linguistic Analysis Of Student Reflections And Focus Group Interviews
• Author: ERIC
• Language: English

“ERIC EJ1076137: Observing Engineering Student Teams From The Organization Behavior Perspective Using Linguistic Analysis Of Student Reflections And Focus Group Interviews” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Engineering Education - Group Activities - Observation - Reflection - Focus Groups - Computer Science Education - Organizational Theories - Group Dynamics - Group Behavior - Case Studies - Qualitative Research - Undergraduate Students - Computational Linguistics - Kearney, Kerri S.|Damron, Rebecca|Sohoni, Sohum

Edition Identifiers:

• Internet Archive ID: ERIC_EJ1076137

“ERIC ED598279: Critical Thinking Skills For Primary Education: The Case In Lebanon One Of The Fundamental Tasks Of The Curriculum Is To Enable The Learners Have Essential Skills As Well As Acquire Knowledge. Critical Thinking, As One Of The Major Thinking Skills, Is Regarded As One Of The 21st Century Skills That Are To Be Covered In The Education Curriculum. However, The Main Challenge Is How To Teach Thinking Or Critical Thinking And How To Stimulate Students To Reflect On Their Own Thinking Ways. In Terms Of Education System And Curriculum, The Important Point Is That Critical Thinking Cannot Be Transferred From A Textbook, Rather Ignited From The Mind. Critical Thinking Is Not Only About Teaching Students How To Think But Also Training Their Minds To Be Elastic And Active Enough To Think About, Investigate And Examine New And Old Information Or Facts They Learn. This Research Has A Qualitative Research Design. This Study Aims To Investigate The Opinions Of Primary School Teachers With The Help Of The Data Obtained By Face To Face Interviews And Focus Groups. The Study Group Consists Of Primary School Teachers Who Are Willing To Participate In This Study. The Primary School Teachers Are Still Teaching At Their Private And Public Primary Schools In Lebanon. The Findings Are Based On The Themes And Given Under The Subtitles.” Metadata:

• Title: ➤  ERIC ED598279: Critical Thinking Skills For Primary Education: The Case In Lebanon One Of The Fundamental Tasks Of The Curriculum Is To Enable The Learners Have Essential Skills As Well As Acquire Knowledge. Critical Thinking, As One Of The Major Thinking Skills, Is Regarded As One Of The 21st Century Skills That Are To Be Covered In The Education Curriculum. However, The Main Challenge Is How To Teach Thinking Or Critical Thinking And How To Stimulate Students To Reflect On Their Own Thinking Ways. In Terms Of Education System And Curriculum, The Important Point Is That Critical Thinking Cannot Be Transferred From A Textbook, Rather Ignited From The Mind. Critical Thinking Is Not Only About Teaching Students How To Think But Also Training Their Minds To Be Elastic And Active Enough To Think About, Investigate And Examine New And Old Information Or Facts They Learn. This Research Has A Qualitative Research Design. This Study Aims To Investigate The Opinions Of Primary School Teachers With The Help Of The Data Obtained By Face To Face Interviews And Focus Groups. The Study Group Consists Of Primary School Teachers Who Are Willing To Participate In This Study. The Primary School Teachers Are Still Teaching At Their Private And Public Primary Schools In Lebanon. The Findings Are Based On The Themes And Given Under The Subtitles.
• Author: ERIC
• Language: English

“ERIC ED598279: Critical Thinking Skills For Primary Education: The Case In Lebanon One Of The Fundamental Tasks Of The Curriculum Is To Enable The Learners Have Essential Skills As Well As Acquire Knowledge. Critical Thinking, As One Of The Major Thinking Skills, Is Regarded As One Of The 21st Century Skills That Are To Be Covered In The Education Curriculum. However, The Main Challenge Is How To Teach Thinking Or Critical Thinking And How To Stimulate Students To Reflect On Their Own Thinking Ways. In Terms Of Education System And Curriculum, The Important Point Is That Critical Thinking Cannot Be Transferred From A Textbook, Rather Ignited From The Mind. Critical Thinking Is Not Only About Teaching Students How To Think But Also Training Their Minds To Be Elastic And Active Enough To Think About, Investigate And Examine New And Old Information Or Facts They Learn. This Research Has A Qualitative Research Design. This Study Aims To Investigate The Opinions Of Primary School Teachers With The Help Of The Data Obtained By Face To Face Interviews And Focus Groups. The Study Group Consists Of Primary School Teachers Who Are Willing To Participate In This Study. The Primary School Teachers Are Still Teaching At Their Private And Public Primary Schools In Lebanon. The Findings Are Based On The Themes And Given Under The Subtitles.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - AlJaafil, Eslam Sahin, Mehmet - Foreign Countries - Critical Thinking - Thinking Skills - Skill Development - Elementary School Students - 21st Century Skills - Elementary School Teachers - Teacher Attitudes - Barriers - Teacher Role - Instruction

Edition Identifiers:

• Internet Archive ID: ERIC_ED598279

“Focus Group Interviews In Education And Psychology” Metadata:

• Title: ➤  Focus Group Interviews In Education And Psychology
• Author: Vaughn, Sharon, 1952-
• Language: English

“Focus Group Interviews In Education And Psychology” Subjects and Themes:

• Subjects: ➤  Education -- Research -- Methodology - Psychology -- Research -- Methodology - Focus groups

Edition Identifiers:

• Internet Archive ID: focusgroupinterv0000vaug

“Determinants Of Binge Drinking In A Permissive Environment: Focus Group Interviews With Dutch Adolescents And Parents.” Metadata:

• Title: ➤  Determinants Of Binge Drinking In A Permissive Environment: Focus Group Interviews With Dutch Adolescents And Parents.
• Authors: Jander, AstridMercken, LiesbethCrutzen, Rikde Vries, Hein
• Language: English

Edition Identifiers:

• Internet Archive ID: pubmed-PMC3852358

“Focus Group Interviews : A Reader” Metadata:

• Title: ➤  Focus Group Interviews : A Reader
• Language: English

“Focus Group Interviews : A Reader” Subjects and Themes:

• Subjects: ➤  Interviewing in marketing research - Focus groups

Edition Identifiers:

• Internet Archive ID: focusgroupinterv0000unse_z0o1

“ERIC ED608278: Preliminary Report Summarizing The Results Of Interviews And Focus Groups With Employers, Autistic Individuals, Service Providers, And Higher Education Career Counselors On Perceptions Of Barriers And Facilitators For Neurodiverse Individuals In The Job Interview And Customer Interface Processes The Unemployment And Underemployment Of People With Autism Spectrum Disorder (ASD) Have Been Well Documented, And Traditional Approaches To The Interview Process Identified As One Area That Poses Multiple Barriers That Disadvantage Qualified Candidates With Autism. This Report Summarizes Research Conducted By Researchers From The Yang-Tan Institute On Employment And Disability At Cornell University, In Partnership With The Owen Graduate School Of Management At Vanderbilt University, Examined Employment Experiences From The Perspective Of Autistic People, Employers, Service Providers, And Educational Institution Representatives Who Work With People With Autism. The Goal Of The Research Is To Explore And Depict Insights Into Factors That Influence The Interview Process And Job Success. This Study Is Part Of A Series Of Studies That Is Part Of An NSF C-Accel Study To Vanderbilt University Entitled Empowering Neurodiverse Populations For Employment. The Current Study Included Semi-structured Individual And Focus Group Interviews With Employers With Autism Affirmative Hiring Programs, Community Employment Service Providers, And Educational Representatives (career Counselors) Who Have Experience Of Hiring And Working With Individuals With ASD People On Employment, As Well As ASD People. A Total Of 23 Individuals Participated In The Study Through Group Or Individual Interviews. Content Analysis, Triangulation, Inter-rater Tests Were Performed To Captures The Themes And Agreement Of The Findings. The Findings Suggest That Employers, Autistic Individuals, And Service Providers Are Consistent In Experiencing Challenges And Opportunities That Influence The Interview And Employment Experience Of Autistic Individuals, Although From Different Perspectives. Particularly, ASD People Have Interview Preparation And Support, And That Employers Demonstrate Knowledge Of Neurodiversity And Willingness To Alter The Traditional Interview Process Aids The Interview And Job Success. Employers That We Interviewed Were All Involved In Autism Hiring Programs. Therefore, Their Responses Often Highlight The Utilization Of Strategies That Minimize Challenges That Are Often Reported By Autistic Individuals During Interviews. While These Organizations Are More Cognizant Of The Needs Of Autistic Applicants/employees, The Employers' Comments Suggest That Many Managers Continue To Need Support Even After Autism Awareness Training. Their Comments Also Underline A Potential Issue; That Is, Human Resource (HR) Professionals Or Managers Who Know The Needs Of Autistic Applicants May Not Always Be Present To Support These Applicants Or To Influence The Hiring Decision. [A Report From The Work Of The Track B-1 (AI And Future Jobs) Empowering Neurodiverse Populations For Employment Through National Science Foundation (NSF) Inclusion AI And Innovation Science (B-6970), RAISE C-Accel Phase I Grant Funded To Vanderbilt University, Frist Center For Autism And Innovation, Nashville, TN; PTE Federal Award No.: 1936970, Subaward No.; UNIV61108.]” Metadata:

• Title: ➤  ERIC ED608278: Preliminary Report Summarizing The Results Of Interviews And Focus Groups With Employers, Autistic Individuals, Service Providers, And Higher Education Career Counselors On Perceptions Of Barriers And Facilitators For Neurodiverse Individuals In The Job Interview And Customer Interface Processes The Unemployment And Underemployment Of People With Autism Spectrum Disorder (ASD) Have Been Well Documented, And Traditional Approaches To The Interview Process Identified As One Area That Poses Multiple Barriers That Disadvantage Qualified Candidates With Autism. This Report Summarizes Research Conducted By Researchers From The Yang-Tan Institute On Employment And Disability At Cornell University, In Partnership With The Owen Graduate School Of Management At Vanderbilt University, Examined Employment Experiences From The Perspective Of Autistic People, Employers, Service Providers, And Educational Institution Representatives Who Work With People With Autism. The Goal Of The Research Is To Explore And Depict Insights Into Factors That Influence The Interview Process And Job Success. This Study Is Part Of A Series Of Studies That Is Part Of An NSF C-Accel Study To Vanderbilt University Entitled Empowering Neurodiverse Populations For Employment. The Current Study Included Semi-structured Individual And Focus Group Interviews With Employers With Autism Affirmative Hiring Programs, Community Employment Service Providers, And Educational Representatives (career Counselors) Who Have Experience Of Hiring And Working With Individuals With ASD People On Employment, As Well As ASD People. A Total Of 23 Individuals Participated In The Study Through Group Or Individual Interviews. Content Analysis, Triangulation, Inter-rater Tests Were Performed To Captures The Themes And Agreement Of The Findings. The Findings Suggest That Employers, Autistic Individuals, And Service Providers Are Consistent In Experiencing Challenges And Opportunities That Influence The Interview And Employment Experience Of Autistic Individuals, Although From Different Perspectives. Particularly, ASD People Have Interview Preparation And Support, And That Employers Demonstrate Knowledge Of Neurodiversity And Willingness To Alter The Traditional Interview Process Aids The Interview And Job Success. Employers That We Interviewed Were All Involved In Autism Hiring Programs. Therefore, Their Responses Often Highlight The Utilization Of Strategies That Minimize Challenges That Are Often Reported By Autistic Individuals During Interviews. While These Organizations Are More Cognizant Of The Needs Of Autistic Applicants/employees, The Employers' Comments Suggest That Many Managers Continue To Need Support Even After Autism Awareness Training. Their Comments Also Underline A Potential Issue; That Is, Human Resource (HR) Professionals Or Managers Who Know The Needs Of Autistic Applicants May Not Always Be Present To Support These Applicants Or To Influence The Hiring Decision. [A Report From The Work Of The Track B-1 (AI And Future Jobs) Empowering Neurodiverse Populations For Employment Through National Science Foundation (NSF) Inclusion AI And Innovation Science (B-6970), RAISE C-Accel Phase I Grant Funded To Vanderbilt University, Frist Center For Autism And Innovation, Nashville, TN; PTE Federal Award No.: 1936970, Subaward No.; UNIV61108.]
• Author: ERIC
• Language: English

“ERIC ED608278: Preliminary Report Summarizing The Results Of Interviews And Focus Groups With Employers, Autistic Individuals, Service Providers, And Higher Education Career Counselors On Perceptions Of Barriers And Facilitators For Neurodiverse Individuals In The Job Interview And Customer Interface Processes The Unemployment And Underemployment Of People With Autism Spectrum Disorder (ASD) Have Been Well Documented, And Traditional Approaches To The Interview Process Identified As One Area That Poses Multiple Barriers That Disadvantage Qualified Candidates With Autism. This Report Summarizes Research Conducted By Researchers From The Yang-Tan Institute On Employment And Disability At Cornell University, In Partnership With The Owen Graduate School Of Management At Vanderbilt University, Examined Employment Experiences From The Perspective Of Autistic People, Employers, Service Providers, And Educational Institution Representatives Who Work With People With Autism. The Goal Of The Research Is To Explore And Depict Insights Into Factors That Influence The Interview Process And Job Success. This Study Is Part Of A Series Of Studies That Is Part Of An NSF C-Accel Study To Vanderbilt University Entitled Empowering Neurodiverse Populations For Employment. The Current Study Included Semi-structured Individual And Focus Group Interviews With Employers With Autism Affirmative Hiring Programs, Community Employment Service Providers, And Educational Representatives (career Counselors) Who Have Experience Of Hiring And Working With Individuals With ASD People On Employment, As Well As ASD People. A Total Of 23 Individuals Participated In The Study Through Group Or Individual Interviews. Content Analysis, Triangulation, Inter-rater Tests Were Performed To Captures The Themes And Agreement Of The Findings. The Findings Suggest That Employers, Autistic Individuals, And Service Providers Are Consistent In Experiencing Challenges And Opportunities That Influence The Interview And Employment Experience Of Autistic Individuals, Although From Different Perspectives. Particularly, ASD People Have Interview Preparation And Support, And That Employers Demonstrate Knowledge Of Neurodiversity And Willingness To Alter The Traditional Interview Process Aids The Interview And Job Success. Employers That We Interviewed Were All Involved In Autism Hiring Programs. Therefore, Their Responses Often Highlight The Utilization Of Strategies That Minimize Challenges That Are Often Reported By Autistic Individuals During Interviews. While These Organizations Are More Cognizant Of The Needs Of Autistic Applicants/employees, The Employers' Comments Suggest That Many Managers Continue To Need Support Even After Autism Awareness Training. Their Comments Also Underline A Potential Issue; That Is, Human Resource (HR) Professionals Or Managers Who Know The Needs Of Autistic Applicants May Not Always Be Present To Support These Applicants Or To Influence The Hiring Decision. [A Report From The Work Of The Track B-1 (AI And Future Jobs) Empowering Neurodiverse Populations For Employment Through National Science Foundation (NSF) Inclusion AI And Innovation Science (B-6970), RAISE C-Accel Phase I Grant Funded To Vanderbilt University, Frist Center For Autism And Innovation, Nashville, TN; PTE Federal Award No.: 1936970, Subaward No.; UNIV61108.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Bruyère, Susanne M. Chang, Hsiao-Ying Saleh, Matthew C. - Autism - Pervasive Developmental Disorders - Unemployment - Employment Level - Barriers - Employers - Community Programs - Career Counseling - Counselors - Employment Interviews - Job Applicants - Success - Personnel Selection - Employment Qualifications - Job Skills - Experience - Inclusion - Talent Identification - Self Disclosure (Individuals) - Work Environment - Knowledge Level

Edition Identifiers:

• Internet Archive ID: ERIC_ED608278

“Arte or Crafte of Rhethoryke” Metadata:

• Title: Arte or Crafte of Rhethoryke
• Author: Leonard Cox
• Language: English
• Publish Date: 1899

Edition Specifications:

• Format: Audio
• Number of Sections: 10
• Total Time: 03:02:22

Edition Identifiers:

• libriVox ID: 12201

“Brownies and Prince Florimel” Metadata:

• Title: Brownies and Prince Florimel
• Author: Palmer Cox
• Language: English
• Publish Date: 1918

Edition Specifications:

• Format: Audio
• Number of Sections: 21
• Total Time: 04:30:43

Edition Identifiers:

• libriVox ID: 15384

“Crusades” Metadata:

• Title: Crusades
• Author: George William Cox
• Language: English
• Publish Date: 1890

Edition Specifications:

• Format: Audio
• Number of Sections: 25
• Total Time: 07:35:43

Edition Identifiers:

• libriVox ID: 15488

“Brownies: Their Book” Metadata:

• Title: Brownies: Their Book
• Author: Palmer Cox
• Language: English
• Publish Date: 1915

Edition Specifications:

• Format: Audio
• Number of Sections: 24
• Total Time: 02:10:02

Edition Identifiers:

• libriVox ID: 15928

“Another Brownie Book” Metadata:

• Title: Another Brownie Book
• Author: Palmer Cox
• Language: English
• Publish Date: 1890

Edition Specifications:

• Format: Audio
• Number of Sections: 24
• Total Time: 02:10:32

Edition Identifiers:

• libriVox ID: 16262

“Frontier Humor in Verse, Prose and Picture” Metadata:

• Title: ➤  Frontier Humor in Verse, Prose and Picture
• Author: Palmer Cox
• Language: English
• Publish Date: 1889

Edition Specifications:

• Format: Audio
• Number of Sections: 82
• Total Time: 08:29:45

Edition Identifiers:

• libriVox ID: 17248

“Fearsome Creatures of the Lumberwoods” Metadata:

• Title: ➤  Fearsome Creatures of the Lumberwoods
• Author: William T. Cox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 21
• Total Time: 00:50:25

Edition Identifiers:

• libriVox ID: 17278

“Athenian Empire” Metadata:

• Title: Athenian Empire
• Author: George William Cox
• Language: English
• Publish Date: 1888

Edition Specifications:

• Format: Audio
• Number of Sections: 36
• Total Time: 07:49:10

Edition Identifiers:

• libriVox ID: 17782

“Lives of Greek Statesmen” Metadata:

• Title: Lives of Greek Statesmen
• Author: George William Cox
• Language: English
• Publish Date: 1885

Edition Specifications:

• Format: Audio
• Number of Sections: 27
• Total Time: 08:52:06

Edition Identifiers:

• libriVox ID: 19793

“Letters from Great Musicians to Young People” Metadata:

• Title: ➤  Letters from Great Musicians to Young People
• Authors: Anna Alice ChapinAlethea Crawford Cox
• Language: English
• Publish Date: 1906

Edition Specifications:

• Format: Audio
• Number of Sections: 13
• Total Time: 05:07:25

Edition Identifiers:

• libriVox ID: 20934

“Strip, Wench...or Die!” Metadata:

• Title: Strip, Wench...or Die!
• Author: Arthur Jean Cox
• Language: English
• Publish Date: 1963

Edition Specifications:

• Format: Audio
• Number of Sections: 9
• Total Time: 03:21:18

Edition Identifiers:

• libriVox ID: 21089