Retrospective Interviews Research Articles

Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations

AbstractAttending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic classroom videos to scaffold pre-service teachers’ professional vision. However, to date, it remains unclear which instructions can guide pre-service teachers’ attention toward classroom management situations to promote the early development of teacher professional vision. This mixed-methods study (n = 85 pre-service teachers) compared effects of (a) a specific task instruction before watching a classroom video and (b) prompts during the classroom video on noticing—indicated by the number, velocity, and relevance of identified classroom management situations. Controlling for mental effort and pedagogical-psychological knowledge, t-Tests showed both types of instruction to have a similar attention-guiding effect. Qualitative analyses of retrospective interviews revealed that pre-service teachers identified verbal reactive classroom management strategies more easily than nonverbal strategies when observing experienced teachers in the classroom videos. We discuss specific task instructions as an economic alternative to the use of prompts in video-based teacher education and—based on our qualitative findings—provide directions for future research.

Salience, sensemaking, and setting in psilocybin microdosing: Methodological lessons and preliminary findings of a mixed method qualitative study

ABSTRACT There are profound methodological challenges facing microdosing research. One way we can address some of these methodological issues is by understanding how psilocybin microdosing fits in the broader existential context of people’s lives. We recruited participants who underwent psilocybin microdosing on their own and consented to being monitored for harm mitigation purposes. We combined momentary ecological assessment and detailed retrospective interviews. Participants reported loosening of mental structures (i.e., less intense strength of thoughts, tangential stream of consciousness), increased salience of external stimuli (varyingly associated with greater interest in otherwise mundane activities, as well as sensory overload), an increase in flexible cognition, a decrease in stable cognition, and various ego-dystonic contents. Highly structured environments were conducive to positive appraisal of experiences and vice versa. Momentary ecological assessment and retrospective interviews yielded differing accounts of microdosing experience. We relate our findings to stable and flexible cognition, as well as the notion of salience. We point out the necessity for systematic mixed methods studies to better characterize the lived experience of taking low doses of psilocybin.

Diversity’s Double-Edged Sword: Analyzing Race’s Effect on Remote Pair Programming Interactions

Remote pair programming is widely used in software development, but no research has examined how race affects these interactions between developers. We embarked on this study due to the historical under representation of Black developers in the tech industry, with White developers comprising the majority. Our study involved 24 experienced developers, forming 12 gender-balanced same- and mixed-race pairs. Pairs collaborated on a programming task using the think-aloud method, followed by individual retrospective interviews. Our findings revealed elevated productivity scores for mixed-race pairs, with no differences in code quality between same- and mixed-race pairs. Mixed-race pairs excelled in task distribution, shared decision-making, and role-exchange but encountered communication challenges, discomfort, and anxiety, shedding light on the complexity of diversity dynamics. Our study emphasizes race’s impact on remote pair programming and underscores the need for diverse tools and methods to address racial disparities for collaboration.

Metacognitive strategies in mathematical modelling: a case study with engineering students

During the last years, mathematical modelling has been entering the field of engineering education because it is a bridge between mathematics and industry that also promotes the development of skills that require the engineer of the twenty-first century. Nevertheless, the modelling process is involved and requires the deployment of cognitive skills of superior level, particularly metacognitive skills. This contribution presents the results of a multiple qualitative case study on metacognitive strategies used by groups of engineering students associated with each transition of the mathematical modelling process. During the development of the course, observations and retrospective interviews were carried out, which evidenced the use of metacognitive planning strategies from simplification to interpretation; metacognitive monitoring strategies throughout the modelling process, metacognitive regulation strategies from mathematization to mathematical work and metacognitive evaluation strategies during simplification, mathematization and validation. The results expand the classification framework of metacognitive strategies for engineering students.

Validating an integrated reading-into-writing scale with trained university students

Integrated tasks are often used in higher education (HE) for diagnostic purposes, with increasing popularity in lingua franca contexts, such as German HE, where English-medium courses are gaining ground. In this context, we report the validation of a new rating scale for assessing reading-into-writing tasks. To examine scoring validity, we employed Weir’s (2005) socio-cognitive framework in an explanatory mixed-methods design. We collected 679 integrated performances in four summary and opinion tasks, which were rated by six trained student raters. They are to become writing tutors for first-year students. We utilized a many-facet Rasch model to investigate rater severity, reliability, consistency, and scale functioning. Using thematic analysis, we analyzed think-aloud protocols, retrospective and focus group interviews with the raters. Findings showed that the rating scale overall functions as intended and is perceived by the raters as valid operationalization of the integrated construct. FACETS analyses revealed reasonable reliabilities, yet exposed local issues with certain criteria and band levels. This is corroborated by the challenges reported by the raters, which they mainly attributed to the complexities inherent in such an assessment. Applying Weir’s (2005) framework in a mixed-methods approach facilitated the interpretation of the quantitative findings and yielded insights into potential validity threads.

Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach

Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data ( n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After that, the revised 17-item questionnaire was validated by confirmatory factor analysis and other validation methods with data from 224 EFL learners. The results indicated that the underlying structure involved writing task traits, English language ideology, writing teacher support, interest in English language, and self-perception of English language proficiency. The scale was further validated through factor analysis of the quantitative data ( n = 173) and thematic analysis of the immediate retrospective interview data ( n = 12) from EFL learners to test its generalizability in other L2 learning contexts and for face validity evidence. The findings showcased a promising mixed-methods design for scale development and clarified the underlying factors of L2 writing WTC. Implications for scale development and the teaching and learning of L2 writing were discussed.

Exploring the self, others, and the world: the interplay between experiences abroad in adolescence, identity processes, and ethnic prejudice

Study abroad experiences can be an important asset for individuals’ personal development and well-being. However, their impact on social identity domains and prejudice is still unexplored. The current research examined whether the ways in which youth retrospectively narrate their abroad experiences in adolescence were intertwined with their national and European identity processes and ethnic prejudice. A total of 117 Italian youth (M age = 22.71, SD = 2.50; 53.8% females) who participated in a mobility program in adolescence completed an online questionnaire and a retrospective narrative interview. Agency and self-event connections in the narratives were directly linked to identity processes in national and European domains. European identity processes were associated with different levels of affective and cognitive prejudice. Across both identity domains, the number of self-event connections in the narratives was indirectly linked to lower affective prejudice via increased in-depth exploration. These findings highlight the importance of abroad experiences for consolidating self- and other-oriented views.

Scrambling for power or cooperation for stability: A case study of mother-in-law and daughter-in-law relationship in China

The mother/daughter-in-law relationship is considered as the tensest in-law relationships in Chinese society. This study adopted retrospective interviews, observations and instant talks with two dyads of mothers-in-law and daughters-in-law to explore the nature of their relationships, language use and strategies employed in their daily discourse to scramble for power. The findings indicated that both mothers-in-law and daughters-in-law applied politeness and impoliteness strategies to save the face or manipulate power within a family. In addition, they reconstructed mother identities to make their own uterine family stable. This study is expected to make contributions to the understanding of the dynamicity and complexity of the mother/daughter-in-law relationships in China.

“It’s a Battle You Can’t Win”: Domination and Class Differences in Real-World Trust among Black Families

How does class affect one’s propensity to trust? Previous research finds higher-status actors express less trust than lower-status actors in interpersonal and institutional contexts. Scholars explain this finding as an outcome of structural dependence—when people have few alternative means for accessing valuable resources. In contrast, I find dependence inadequate to explain the relationship I observe between class and institutional trust among black families whose children were recommended for special education and other remedial program placement in an affluent, predominantly white school district. Drawing on retrospective interviews from a community ethnography, findings show that real-world trust decision processes also involve domination. Empirical studies of trust have overlooked the ways trustees—those being given trust—exercise power to achieve deference in trust exchanges, and how trustors—those placing trust in others—deploy their power to withstand trustees’ influence. I argue that trust might best be conceptualized as a two-part decision process, because class and other status resources affect trustors’ freedom to choose at two key junctures: (1) in weighing options and costs of trust errors, and (2) in communicating distrust in face-to-face interactions, where the potential for domination is high. Focusing on intersecting systems of power in authentic trust exchanges, this study shows how middle-class black trustors use symbolic resources to “go up against” the institutional power of educational experts and refuse placement, whereas working-class trustors consent to placement.

Maternal Folic Acid and Dietary Folate Intake in Relation to Sex Ratio at Birth and Sex-Specific Birth Weight in China.

It is well-established that prenatal folic acid supplements can reduce neural tube defects. However, the associations between folic acid supplementation, dietary folate intake, and overall folate intake with sex-specific birth outcomes are not yet fully understood. This study aims to investigate the association of periconceptional folic acid supplement, dietary folate, and total folate intake with the sex ratio at birth and sex-specific birth weight. Data were sourced from a cross-sectional survey conducted between August and December 2013 in Northwest China, involving 7318 infants and their mothers, recruited using a stratified multistage random sampling method. Folic acid supplements (400 μg/d) were ascertained via a retrospective in-person interview. Dietary folate was evaluated using a validated food frequency questionnaire. Birth outcomes, including sex and weight at birth, were obtained from the Medical Certificate of Birth. Generalized linear models were employed to calculate relative risks (RRs) or differences with 95% confidence intervals (CIs). No association or dose-response relationship was observed between folic acid supplement, dietary folate, and total folate intake during periconception and the likelihood of male births. However, women who took folic acid supplements during pre- and post-conception were associated with an increased male birth weight by 52.8 (8.1 to 97.5) g. Additionally, the total folate intake during periconception was associated with birth weight for males (upper vs. lower tertile: β = 38.8, 95%CI: 5.0 to 72.5 g, p-trend = 0.024) and females (upper vs. lower tertile: β = 42.4, 95%CI: 6.7 to 78.1; p-trend = 0.022). Our findings indicate that periconceptional total folate intake does not correlate with sex ratio at birth but was positively linked to infant birth weights, regardless of gender. These findings offer novel insights into potential benefits of total folate intake, beyond the prevention of neural tube defects, for policymakers and public health.

Use of Cognitive Interviews in the Development of a Survey Assessing American Indian and Alaska Native Adult Perspectives on Genetics and Biological Specimens.

The cognitive interview process is a method to validate a survey instrument's face validity and enhance confidence in item interpretation, as well as a method to engage communities in the research process. Trained American Indian and Alaska Native (AIAN) interviewers conducted retrospective cognitive interviews at three AIAN communities to assess the item quality of a 131-item survey item that measures AIAN knowledge and attitudes on genetics and biological specimens. A cognitive interview process was used to assess cultural consonance, thought processes used when considering survey instructions, items and responses, and language preference of survey items in the development of a survey to assess public knowledge and attitudes on genetics. Content analysis was used to analyze interview data. Survey instructions, items and scales generated no cognitive difficulties. The participants noted being unfamiliar with terminology used to describe genetic and biological specimens. In several cases, the participants' written response in the survey and verbal response in the interview did not align. A resultant 52-item survey for use in AIAN communities was finalized. Cognitive interviewing is resource-intensive; however, ignoring community engagement during survey development results in inappropriate interpretations about culturally diverse populations such as AIAN peoples.

Validating older adult patient's Medical Treatment Decision Maker's (MTDM). A retrospective observational study with follow-up phone interview transcript

A Medical Treatment Decision Maker (MTDM), also referred to as surrogate decision maker, by law, is to be appointed to make medical treatment decisions on behalf of a person who cannot make such decisions for themselves. In the Emergency Department (ED) and acute healthcare services, the clinicians’ (nurses and doctors) ability to contact MTDMs is essential for patient care, particularly in time-critical situations. Our primary objective was to review the verification process and assess the accuracy of MTDM contact numbers in the Health Information System (HIS) to assess compliance with legislation. We used a quantitative method with retrospective observational study design and follow-up phone interview transcript. One hundred and fifty-nine participants were randomly selected of whom 76 % had MTDM. Patient advancing age had statistically significant association with the number of call attempts made to reach the listed MTDM (P = 0.043; CI, -3.541 to -0.057) and the MTDM's consent to participate (p = 0.023).

Evaluation of telehealth in delivering diagnostic developmental assessments for children in South Western Sydney during the COVID-19 pandemic: Clinician and family perspectives.

Children with neuro-developmental disorders faced significant challenges in accessing services during the COVID-19 pandemic. Telehealth has been adopted by health services globally to facilitate access to clinical services. Our aims were to evaluate the utility of the telehealth modality for providing developmental assessment services and explore enablers and barriers to using telehealth, in a culturally diverse and socioeconomically disadvantaged population in Sydney. We reviewed telehealth developmental assessments in South Western Sydney conducted between 1 April and 30 June 2020. Data were collated on demographics; telehealth modality; diagnostic formulation; recommendations; and requested follow up. We conducted retrospective semi-structured telephone interviews with 79 families and 11 clinicians about their telehealth experience. Thematic analysis was carried out on the open text responses. Of 205 children assessed across six sites, median age was 48 months; 45% were assessed with video and 55% with telephone only. Diagnostic formulation and therapeutic recommendations were provided for 203 (99%) children and 138 (67%) were asked to come for face-to-face follow-up. The majority of families (76%) were satisfied or extremely satisfied with telehealth. Median clinician satisfaction was 3.5 out of 5, whilst clinician confidence with diagnostic formulation was 4 out of 5. Qualitative data revealed a range of barriers and enablers. Telehealth was a successful modality for contributing to the assessment journey for children with neuro-developmental disorders in our culturally, linguistically and socioeconomically diverse clinical population in the context of a pandemic lockdown. We discuss the potential for telehealth modalities in child developmental assessments beyond the pandemic.

Expansive learning in the learning assistant model: how instructors’ goals lead to differences in implementation and development of LAs’ practices

BackgroundThe learning assistant (LA) model supports student success in undergraduate science courses; however, variation in outcomes has led to a call for more work investigating how the LA model is implemented. In this research, we used cultural historical activity theory (CHAT) to characterize how three different instructors set up LA-facilitated classrooms and how LAs’ understanding and development of their practices was shaped by the classroom activity. CHAT is a sociocultural framework that provides a structured approach to studying complex activity systems directed toward specific objects. It conceptualizes change within these systems as expansive learning, in which experiencing a contradiction leads to internalization and critical self-reflection, and then externalization and a search for solutions and change.ResultsThrough analyzing two semi-structured retrospective interviews from three professors and eleven LAs, we found that how the LA model was implemented differed based on STEM instructors’ pedagogical practices and goals. Each instructor leveraged LA-facilitated interactions to further learning and tasked LAs with emotionally supporting students to grapple with content and confusions in a safe environment; however, all three had different rules and divisions of labor that were influenced by their perspectives on learning and their objects for the class. For LAs, we found that they had multiple, sometimes conflicting, motives that can be described as either practical, what they described as their day-to-day job, or sense-making, how they made sense of the reason for their work. How these motives were integrated/separated or aligned/misaligned with the collective course object influenced LAs’ learning in practice through either a mechanism of consonance or contradiction. We found that each LA developed unique practices that reciprocally shaped and were shaped by the activity system in which they worked.ConclusionsThis study helps bridge the bodies of research that focus on outcomes from the LA model and LA learning and development by describing how LA learning mechanisms are shaped by their context. We also show that variation in the LA model can be described both by classroom objects and by LAs’ development in dialogue with those objects. This work can be used to start to develop a deeper understanding of how students, instructors, and LAs experience the LA model.

Narrowing ‘Bathtub Volunteerism’ in Singapore and Beyond Through High-quality Adolescent and Young Adult Volunteer Experiences

High-quality volunteerism experiences in adolescence are associated with higher volunteerism later in life, yet less is understood about contextualized features of these experiences, especially when school-based programmes are mandatory. Relatedly, narrowing ‘bathtub volunteerism’ (i.e., increasing postgraduation youth volunteerism and shortening the period between volunteer disengagement and resumption) remains a research gap. Therefore, using in-depth retrospective qualitative interviews with 50 young Singaporeans, we aimed to understand features of high-quality volunteer experiences in schools (among adolescents) and communities (among young adults). Findings indicated that within a national context of compulsory school-based volunteerism, ‘bathtub volunteerism’ was narrowed efficaciously when adolescents and young adults were exposed to high-quality school- and community-based volunteer experiences, respectively. High-quality school-based experiences granted student autonomy and facilitated empathy development. Community-based ones combined cause selectivity, personal meaning and close interpersonal relationships. Our findings offer insights to raise volunteerism rates by developing and propagating high-quality volunteer experiences.

Making Co-Design More Responsible: Case Study on the Development of an AI-Based Decision Support System in Dementia Care.

Emerging technologies such as artificial intelligence (AI) require an early-stage assessment of potential societal and ethical implications to increase their acceptability, desirability, and sustainability. This paper explores and compares 2 of these assessment approaches: the responsible innovation (RI) framework originating from technology studies and the co-design approach originating from design studies. While the RI framework has been introduced to guide early-stage technology assessment through anticipation, inclusion, reflexivity, and responsiveness, co-design is a commonly accepted approach in the development of technologies to support the care for older adults with frailty. However, there is limited understanding about how co-design contributes to the anticipation of implications. This paper empirically explores how the co-design process of an AI-based decision support system (DSS) for dementia caregivers is complemented by explicit anticipation of implications. This case study investigated an international collaborative project that focused on the co-design, development, testing, and commercialization of a DSS that is intended to provide actionable information to formal caregivers of people with dementia. In parallel to the co-design process, an RI exploration took place, which involved examining project members' viewpoints on both positive and negative implications of using the DSS, along with strategies to address these implications. Results from the co-design process and RI exploration were analyzed and compared. In addition, retrospective interviews were held with project members to reflect on the co-design process and RI exploration. Our results indicate that, when involved in exploring requirements for the DSS, co-design participants naturally raised various implications and conditions for responsible design and deployment: protecting privacy, preventing cognitive overload, providing transparency, empowering caregivers to be in control, safeguarding accuracy, and training users. However, when comparing the co-design results with insights from the RI exploration, we found limitations to the co-design results, for instance, regarding the specification, interrelatedness, and context dependency of implications and strategies to address implications. This case study shows that a co-design process that focuses on opportunities for innovation rather than balancing attention for both positive and negative implications may result in knowledge gaps related to social and ethical implications and how they can be addressed. In the pursuit of responsible outcomes, co-design facilitators could broaden their scope and reconsider the specific implementation of the process-oriented RI principles of anticipation and inclusion.

Exploring complex multilingual motivation types among Chinese students majoring in dual foreign languages: a Q method study

ABSTRACT Researches on L2 motivation have traditionally exhibited a monolingual bias. However, the concept of a multilingual motivational system has gradually gained attention in recent studies. This study examines the multilingual motivation types and components among 50 students majoring in dual foreign languages in China. To explore diverse motivation types and cross-linguistic differences in multilingual motivations, Q methodology, which shares features of both qualitative and quantitative research approaches, was employed. Retrospective interviews were also conducted after data analysis to gain a more profound understanding. The students’ shared viewpoints were identified through multiple inverted factor analysis, which were further verified by the interview results. Findings indicate that, within the framework of the L2 Motivation Self System, the multilingual self serves as the initial motivation for students choosing dual language majors. Notably, the ought-to language self is more significant than the ideal language self. Additionally, students majoring in different L3 exhibit distinct types of multilingual motivation. The study has some pedagogical importance of incorporating translanguaging backgrounds into teaching strategies and offers specific recommendations for language teachers working with students majoring in dual foreign languages in China.

Transitional Care of People With Dementia and Caregivers in the ADRD-PC Trial: A Mixed Methods Study

ContextPeople with late-stage Alzheimer's diseases and related dementias (ADRD) have high risk for postacute complications and readmission; however, minimal research describes hospital transitional care. ObjectiveWithin the context of the ongoing ADRD-PC clinical trial, the purpose of this study was to describe the content and quality of transitional care of people with ADRD. MethodsDescriptive mixed methods using data from a retrospective chart review and interviews with palliative care social workers and a nurse providing transitional care in the ADRD-PC clinical trial. ResultsOf 40 dyads of people with late-stage ADRD and their caregivers, palliative care plans were documented for 29 patients (73%); completed postdischarge calls in 72 hours were made for 39 (98%) caregivers and calls in 2 weeks were made for 33 (78%). The content of postdischarge care was promoting continuity, identifying resources, helping caregivers feel heard, troubleshooting problems, and providing grief support. Challenges during transitional care were limited time to engage caregivers in hospital-based palliative care, educate caregivers about palliative care plans, coordinate care after transfers to long term care, and the scarcity of community ADRD resources. Facilitators of high quality transitional care were continuity of staff who saw the patient or caregiver across hospital and postacute contacts, caregiver understanding of goals of care, written palliative care plans, and resources for postdischarge care. ConclusionFindings indicate high quality dementia-specific transitional care occurs when staff have resources, such as ADRD training and care planning template, to pull the hospital palliative care plan forward into the postdischarge destination, help families fit the plan to new circumstances, and manage strain and grief related to changes in health and function.

Beliefs about multimodality with English learners and their peers in the content areas: A mixed methods study of pre-service teachers

A substantial body of research highlights the promise of multimodal instruction and assessment for English learners (ELs) in the content areas. However, realizing this promise will likely require that teachers develop beliefs conducive to enacting multimodal pedagogies in their classrooms. This sequential mixed methods study employed the researcher-developed Beliefs about Multimodality in Instruction and Assessment with English Learners (BAMIA-EL) questionnaire to investigate pre-service teachers’ (PSTs’) beliefs about multimodality. Following a rigorous design process, the 16-item questionnaire was administered to 96 PSTs. A subset of 11 PSTs participated in retrospective interviews in which they explained their responses to each item. Findings from the quantitative analysis indicated that PSTs’ beliefs about multimodal instruction were largely favorable, while their beliefs about multimodal assessment were more varied. Findings from the qualitative analysis helped explain and complicate the quantitative findings. For example, whereas PSTs’ questionnaire responses indicated favorable beliefs about multimodality with ELs, the interviews revealed that PSTs adopted a narrow view of nonlinguistic modalities as compensatory scaffolds toward English language development. This study offers substantive implications for preparing teachers to cultivate the rich meaning-­making resources that ELs bring to content classrooms as well as methodological implications for emerging research on teachers’ beliefs about multimodality.

Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms

AbstractStudies of both professional science practice and children's science learning show that care is not merely ancillary to disciplinary work but a core and generative constituent of science practice. In science education research, however, students' care is often overlooked. In this paper, we describe the expression of care across two STEM classrooms (6th and 9th grade) studying biology and ecology and participating in a pen pal exchange. We analyze artifacts from the pen pal exchange as well as students' retrospective interviews and written reflections. Two ways of expressing care surfaced in students' letters: caring for guppies and caring for pen pals. We describe each form of care using examples from our data. We find that students' care for guppies and pen pals was both instrumental (in service of their investigations) and intrinsic (positioning guppies and pen pals as inherently valuable). We then connect these findings to studies of care in children's science learning and in professional science. We discuss methodological and practical implications for recognizing and analyzing how students' care manifests in classrooms and for designing learning activities that cultivate care.