Participation In Data Collection Research Articles

State-specific prevalence of selected chronic disease-related characteristics--Behavioral Risk Factor Surveillance System, 2001.

State-specific prevalence of selected chronic disease-related characteristics--Behavioral Risk Factor Surveillance System, 2001.

Revelations Through Research Partnerships

We examine how the notion of partnership permeated the methodology of a project concerned with investigating high quality educare for children under three. Partnership, in this specific sense of involving participants in the construction of knowledge, meant full participation in data collection leading to a high degree of involvement in later stages of research. The roots of this approach lie in an interpretive perspective, owing much to Vygotsky ‘s holistic theory of child development, from which stemmed the study focus upon interactions with children. We present particular qualities of the fruits of bringing educarers and parents into a perhaps uncommonly broad span of the research process.

Ethical considerations in a grounded theory study on the dynamics of hope in HIV-positive adults and their significant others.

The purpose of this article is to describe and reflect ethical challenges in a grounded theory study on the dynamics of hope in HIV-positive adults and their significant others. It concentrates on the justification of a research problem, sensitive research and the relationship between the researcher and the participants in data collection. The basis of ethically sound nursing research on the dynamics of hope in these two vulnerable groups lies in the relationship between the researchers and the participant. However, it is also obvious that the content, the process, the methods used and the ethics of the study cannot be divorced from this relationship. In conducting grounded theory research on the dynamics of hope in this research population, the researcher has to consider the surrounding world, that is, the reality in which these people live in hope or despair.

Analyzing the OECD Indicators Model

The Organization for Economic Co-operation and Development (OECD) has identified an elaborate set of indicators by which to judge aspects of education systems. This paper provides a comparative analysis of the education-related features of 28 high-income countries in terms of three blocks of indicators relating respectively to the contexts, processes and results of each system. Factor analyses showed that several aspects of the OECD model are more complicated than previously thought. For this reason, the OECD faces a choice of enriching the range of indicators or pruning some components to gain parsimony and greater country participation in data collection. The article demonstrates that to the extent that the OECD model holds, education context variables appear to influence costs, resources and school processes. In turn, processes appear to influence results including achievement though in some cases weakly and in other cases surprisingly. Although further changes in the OECD model deserve consideration the article also shows how it has grown substantially in scope, methodological rigor and country participation during the past decade.