Video-recorded Interviews Research Articles

Are all complainants of sexual assault vulnerable? Views of Australian criminal justice professionals on the evidence-sharing process

Cases of historic child assault typically rely on the complainant's narrative due to lack of corroborating evidence. Although it is important that complainants give their best evidence, concern has been expressed that evidence-sharing procedures are suboptimal. This study explored criminal justice professionals’ perspectives on the utility of introducing reforms to the evidence-sharing process. We interviewed judges, prosecutors, defence counsel and witness assistance officers ( N = 43) on the utility of regulating the questioning of complainants and of using video-recorded interviews as evidence-in-chief. Many professionals perceived that adult complainants of child assault were vulnerable and supported reforms to evidence-sharing. Primary objections to these reforms were the belief that all adult complainants should share evidence in the same way and the poor quality of investigative interviews. This study illuminates potential barriers to the implementation of reforms which would change how adult complainants of child assault give evidence.

“I feel the Responsibility”

Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education

Teaching experiment as professional development activity: interpretation of student thinking

This study aims to examine mathematics teachers’ interpretations of students’ thinking within the scope of teaching experiments as a professional development activity. The method used in this study is a teaching experiment. The participants are 3 elementary school mathematics teachers. The teaching experiment consists of 5 teaching episodes and clinical interviews in each episode. The study was conducted in 15 weeks. The data collection tools consist of student solution sheets, written opinion forms, and video recordings of interviews and observation notes taken in clinical interviews after the application. Conceptual analysis of the data obtained from the teaching experiment was conducted as retrospective and prospective analysis. The results show that teachers developed the interpretation level of students’ thinking by not only describing/commenting on students’ solutions but also making appropriate comments on students’ solutions in the process of teaching experiments. Considering that teachers can structure the content of their courses and classroom interaction based on students’ different ways of thinking, it is believed that this study will provide foresight for future studies.

Using Positioning Theory to Study the Role of Emotions in Engineering Problem Solving: Methodological Issues and Recommendations for Future Research

<strong>Background:</strong> Engineering is often portrayed as a purely rational discipline, where emotions are considered irrelevant to problem solving. Also, in-depth research on emotions in engineering education is scarce, and most of the existing studies take their theoretical departure in individual and cognitivist perspectives. There is thus a need for emotion research from social interactionist perspectives—such as positioning theory. <strong>Purpose:</strong> This methodological paper aims to (1) develop an analytical framework for studying emotions through positioning theory and multimodal analysis, (2) illustrate its use in engineering education research, and (3) discuss methodological issues and offer recommendations for this type of research in engineering education. <strong>Method:</strong> To develop the analytical framework, we engaged with philosophical and empirical literature on positioning theory and emotions, as well as empirical data from a pilot study on engineering students’ emotional positioning in individual, video-recorded interviews about a wicked sustainability problem. We illustrate the application of the framework and multimodal analysis using three extracts from that data. In line with positioning theory, the analysis focuses on how emotional moral orders are activated and negotiated. Three units of analysis are used: emotion acts, emotional storylines, and emotional positions. <strong>Results:</strong> The analysis shows how a dominant storyline of engineering as purely rational can be reconstructed, but also how a competing storyline of emotions as important for engineering can be constructed, sometimes simultaneously. These findings disrupt simplified narratives about engineers as unemotional and show that there are multiple ways of engaging with emotions in engineering problem solving. <strong>Conclusions:</strong> We conclude that positioning theory holds much potential for exploring a wide range of social interactional phenomena in engineering education. More research is needed to explore additional types, levels, and orders of emotional positioning to further nuance our understanding of the role of emotions in engineering education.

Level of competence on the concept of basis of vector space using SOLO taxonomy

The purpose of this research paper is to determinate the level of competence on the concept of basis of a vector space on college level students who finished the Linear Algebra course, providing complementary information to the various studies from a different perspective through the SOLO taxonomy (Structure of the Observed Learning Outcome). An instrument was designed to address the concept of basis from different perspectives and difficulty degrees; it was applied through individual video-recorded interviews. Their answers were analyzed, and it was found that they average level 3 (multistructural) of the taxonomy: the students know the basis definition from an algorithmic or methodological perspective, and they can reproduce some procedures, but they are unable to understand the basis concept.

SPECIFICS OF THE FORMING OF THE COMPETENCIES OF THE FUTURE HISTORY TEACHERS

The aim of the article is to define the specifics of formation of future history teachers’ professional competencies. Research competencies are seen among preferential ones, which are to be acquired by higher education applicants of the educational qualification Master in Secondary Education (History). The empirical basis of the research is the results obtained by instructors of the Department during teaching the special courses “History of Stalinism” and “History of New Independent States”. The article highlights methodological techniques and practices, implemented by educationalists in the process of teaching the mentioned special courses, aiming at forming professional competencies of students obtaining Master’s degree. Using the materials of the laboratory “Studying the Soviet Past of the Stalin’s Era” (audio and video recordings of interviews with women from villages in Zhytomyr Region, who were raised in the conditions of the Stalin’s regime) is the peculiarity of the educational process. The focus of attention is the methodology of organization of students’ work with archive sources, scientific literature and narrative texts.

Boundary Crossers: How Providers Facilitate Ethnic Minority Families' Access to Dementia Services.

Providers who work closely with ethnic minority people with dementia and their families are pivotal in helping them access services. However, few studies have examined how these providers actually do this work. Using the concept of "boundary crossers," this article investigates the strategies applied by these providers to facilitate access to dementia services for ethnic minority people with dementia and their families. Between 2017 and 2020, in-depth video-recorded interviews were conducted with 27 health, aged care, and community service providers working with ethnic minority people living with dementia across Australia. Interviews were conducted in one of seven languages and/or in English, then translated and transcribed verbatim into English. The data were analyzed thematically. Family and community stigma associated with dementia and extra-familial care were significant barriers to families engaging with services. To overcome these barriers, participants worked at the boundaries of culture and dementia, community and systems, strategically using English and other vernaculars, clinical and cultural terminology, building trust and rapport, and assisting with service navigation to improve access. Concurrently, they were cognizant of familial boundaries and were careful to provide services that were culturally appropriate without supplanting the families' role. In negotiating cultural, social, and professional boundaries, providers undertake multidimensional and complex work that involves education, advocacy, negotiation, navigation, creativity, and emotional engagement. This work is largely undervalued but offers a model of care that facilitates social and community development as well as service integration across health, aged care, and social services.

MATHEMATICS TEACHER CANDIDATES NOTICE HOW

The aim of this research is to examine how mathematics teacher candidates' expressions about what they noticed in videos changed with video-clubs. The study group consisted of 5 teacher candidates studying in the 4th grade of Mathematics Education Department. The data of the study, which used focus group interviews that one of the qualitative research methods, consisted of students' notes while watching the videos and focus group interview video recordings. For the analysis of the data, content analysis that is one of the qualitative data analysis methods was used. Changes in the ways in which teacher candidates expressed the situations they noticed during the meetings were examined separately. It has been determined that teacher candidates’ expressions change according to the teacher they see in the video. If the teacher candidates like the teacher on video, they will use a more affirmative language, if they do not like the teacher in the next video, they will suddenly become critical and judgmental. Article visualizations:

A case study of two South Korean middle school EFL teachers’ practices: instructional stances and use of classroom materials

ABSTRACT This case study uses a sociocultural theoretical perspective to examine how two Korean middle-school EFL teachers nurtured participatory affordances for their students through classroom discourse. We conducted a triangulated analysis of video-recorded classroom discourse, observational notes and teacher interviews. Our findings show how the teachers’ instructional stances, namely orientations to teaching, were linked to their use of materials and their interactional practices. While Ms. Yoon’s instructional stance was undergirded by a focus on grammatical accuracy, Ms. Jin’s stance was student-centred, driven by her desire to make English-language learning meaningful. The teachers’ instructional stances, in turn, fundamentally shaped their discursive strategies, their uses of L2 materials, and the learning opportunities these produced for students. Using decontextualised examples, Ms. Yoon relied on a rapid-paced Initiation-Response-Evaluation (IRE) pattern, positioning students as knowledge-receivers. By contrast, Ms. Jin enacted more dialogic interaction using meaningful intertextual links and playful talk, which resulted in students’ active participation, evidenced by their initiation of topics and extended answers. Our study contributes to nascent classroom-based research on L2 material use by suggesting two additional areas for research: the link between teacher instructional stance and L2 material use and intertextual links as a mediational tool for learning.

Autistic Adults May Be Erroneously Perceived as Deceptive and Lacking Credibility

We hypothesized that autistic adults may be erroneously judged as deceptive or lacking credibility due to demonstrating unexpected and atypical behaviors. Thirty autistic and 29 neurotypical individuals participated in video-recorded interviews, and we measured their demonstration of gaze aversion, repetitive body movements, literal interpretation of figurative language, poor reciprocity, and flat affect. Participants (N = 1410) viewed one of these videos and rated their perception of the individual’s truthfulness or credibility. The hypothesis was partially supported, with autistic individuals perceived as more deceptive and less credible than neurotypical individuals when telling the truth. However, this relationship was not influenced by the presence of any of the target behaviors, but instead, by the individual’s overall presentation.

Correction to: Predicting behavioral competencies automatically from facial expressions in real-time video-recorded interviews

Correction to: Predicting behavioral competencies automatically from facial expressions in real-time video-recorded interviews

Dynamic maths interviews to identify educational needs of students showing low math achievement

ABSTRACT We investigated the adequacy of the conduct and possible benefits of the use of dynamic maths interviews by 19 fourth grade teachers with students showing low maths achievement to facilitate the identification of maths needs. This study shows the potential of an analytical framework to evaluate the adequacy and benefits of dynamic maths interviews in a more valid way by viewing relevant aspects in conjunction. The intervention consisted of a dynamic maths interview teacher professional development programme and a practice period. During this practice period the teachers conducted an interview with each individual student involved in this study. Qualitative analyses of the transcripts of the video-recorded interviews showed the conduct of the individual dynamic maths interviews to be adequate and to facilitate the identification and understanding of the educational needs of students with low maths achievement. Using dynamic maths interviews, teachers provided feedback and support that were clearly attuned to the specific maths needs of students.

Predicting behavioral competencies automatically from facial expressions in real-time video-recorded interviews

This work aims to develop a real-time image and video processor enabled with an artificial intelligence (AI) agent that can predict a job candidate’s behavioral competencies according to his or her facial expressions. This is accomplished using a real-time video-recorded interview with a histogram of oriented gradients and support vector machine (HOG-SVM) plus convolutional neural network (CNN) recognition. Different from the classical view of recognizing emotional states, this prototype system was developed to automatically decode a job candidate’s behaviors by their microexpressions based on the behavioral ecology view of facial displays (BECV) in the context of employment interviews using a real-time video-recorded interview. An experiment was conducted at a Fortune 500 company, and the video records and competency scores were collected from the company’s employees and hiring managers. The results indicated that our proposed system can provide better predictive power than can human-structured interviews, personality inventories, occupation interest testing, and assessment centers. As such, our proposed approach can be utilized as an effective screening method using a personal-value-based competency model.

Nurses’ Perceived Quality of Educational Life during the Covid-19 Induced Rapid Transition to Online Learning in Post-Graduate Courses: A Qualitative Study

This study aimed to investigate healthcare post-graduate students’ perceptions of the quality of educational life and learning experience during the forced online transition due to the Covid-19 pandemic. The study design was inspired by a qualitative inductive approach. Participants (N = 24) were nurses who attended healthcare postgraduate courses. In-depth video-recorded interviews were carried out. Thematic analysis was chosen to infer data from the transcripts. Four critical themes emerged from data analysis: 1) the “emotional” change in the quality of life; 2) learning environment and quality of educational life; 3) the socio-relational dimension; 4) strategies to improve the educational life. Although initial struggles related to the unfulfilled different learning styles and socio-relational needs, students showed mostly a proactive attitude. They discovered, with the help of online learning, that a learning program could be adapted to their lifestyle. Lastly, study participants highlighted the crucial importance of online tutors to improve their engagement and the quality of educational life.

The Serial Tech Startup Founder (STSF) Base Theory and the Entrepreneurial Paradox

In order to develop a viable tech startup, generally, resilient startup venturers need to become serial startup entrepreneurs as they have to climb the learning curve through building several startups by the time a lasting business is crafted and nurtured. In this research, I intended to explore the set of qualities that helps serial tech venture founders push forward initiating startup after startup. Because of the lack of a clear understanding of this phenomenon in the current literature, I wished to inquire into this set of qualities that generates the prerequisite driving forces ensuing serial tech venturing. This research employed semi-structured video-recorded interviews to study 22 serial tech startup founders (STSF) from the Southwest Florida region. All interviews were transcribed and coded. After generating about 700 codes, I arrived at four categories (called constituent attributes) 1) Elastically Nonconforming (EN), 2) Abstracted Serial Monetizing (ASM), 3) Tech Passioning (TP), and 4) Heroed Enterprising (HE) as well as one core category called Te(ch)nacious Heroing (TcH).

From professionalism to commercialism in healthcare: a phenomenological study.

To explore the perceptions of doctors holding dual jobs regarding professionalism in public and private healthcare sectors. The qualitative phenomenological study was conducted from January to June 2016 in a tertiary care teaching hospital affiliated with Sheikh Zayed Medical College, Rahim Yar Khan, Pakistan, and comprised 10 doctors holding dual jobs. Data was collected through video-recorded interviews which were transcribed verbatim and analysed for themes using interpretative phenomenological analysis. There were 10 doctors in the study. Monetary benefit was the main motive behind holding dual jobs. Contented and internally motivated practitioners with faith in Almighty and a sense of accountability before Him were likely to behave much more professionally, and a virtue-based medical education could play a vital role in this regard. Overall lack of faith and internal motivation has shifted the focus of sustenance to material resources.

Eighth-grades students’ mental models in solving a number pattern problem

This study aims to explore all the types of students' mental models of number patterns. The study used a qualitative approach with an explorative type. The subjects used to characterize the student's mental models in this study were 46 eighth grade students in Indonesia. To reveal the subjects’ mental model, they were asked to solve the number pattern problem and were interviewed. For ensuring the validity and reliability of the research results, triangulation technique was used by comparing the results of video recording interviews and written test results. The study showed that in solving the problem of number patterns given, there were 4 types of mental models. They were formal direct mental model, formal indirect mental model, synthetic direct mental model, and synthetic indirect mental model. What we found in this study shows that some students have different mental models to solve the problem. Hence, in future teachers must introduce various strategies to solve the problem and conduct learning that can enrich students' mental models.

Development of a Lived Experience-Based Digital Resource for a Digitally-Assisted Peer Support Program for Young People Experiencing Psychosis

This paper describes the creation of a web-based digital resource designed for tablet computer use during peer work sessions to structure discussion about recovery in early psychosis. The resource consisted of a series of videos featuring young people who have used early psychosis services discussing how they navigated issues in their own recovery. A participatory process was used to create the resource. Researchers held a series of collaborative development workshops with early psychosis service users, peer workers, other mental health practitioners, and academics. These were used to derive a framework of recovery processes relevant to young people experiencing psychosis, which was considered as useful areas of discussion within a peer work relationship. A semi-structured interview guide based on this framework was then used in video-recorded interviews with young people in recovery from psychosis. Footage was edited into 14 videos and organized into six final themes: My Journey, Self-Care, Connections, My Identity, Life, and Mental Health. The combined expertise of young mental health service users, peer support workers, mental health practitioners, and digital mental health researchers throughout the development process enabled the creation of tailored digital resource for peer work in an early psychosis service.

Making HUGs: Crafting well-being benefits through social manufacturing

New approaches to manufacturing that engage groups of individuals in collaborative making have the potential not only to generate economic benefit, but also to enhance the well-being of those involved. This article describes a small investigation into the well-being benefits expressed by a group of women who participated in a textile-based social manufacturing project in their local community. Outcomes include a small run of textile products and delivery of training for participants in small batch textile production. The purpose of the project – to manufacture a small batch of soft textile objects to be used in dementia care – is described. A small study is presented that utilizes data collected during this project. It evidences how social manufacturing can extend creative and social skills of participants, build resilience and enhance well-being. The participants in the study include a ‘self-reliant group’ of aspiring entrepreneurs from an economically deprived community and a university team comprising researchers, industry specialists and textile experts. Grounded practical theory and qualitative research methods inform the study. Data gathered using semi-structured video-recorded interviews and simple questionnaires is presented. Findings reveal individual and community benefits to participants from engaging in the project, including self-reported improvements in mental health and increased confidence. The study also reveals ways in which social manufacturing has the potential to build community cohesion and reduce social isolation. This work contributes to research concerning new types of sustainable manufacturing models. It presents an alternative to industrial manufacturing within socially disadvantaged communities and reveals ways in which social manufacturing has the potential to enhance individual and community well-being.

Reliability and validity of the Pediatric Anxiety Rating Scale modified for autism spectrum disorder.

Many youth with autism spectrum disorder have anxiety, but it can be difficult to assess anxiety with existing measures. We modified the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder and tested the new measure in a group of 116 youth (age: 5-17 years) with autism spectrum disorder. The Pediatric Anxiety Rating Scale for youth with autism spectrum disorder is an interview that a clinician usually completes with the child and parent together. We modified the interview questions and scoring instructions based on feedback from parents of children with autism spectrum disorder and from a panel of experts in autism spectrum disorder and anxiety. Unlike many other anxiety measures, the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder relies less on a child's verbal expression of anxiety and more on signs that a parent can easily observe. Training clinicians to administer and score the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder was uncomplicated, and raters showed excellent agreement on video-recorded interviews. Youth who were not currently in treatment for anxiety had stable Pediatric Anxiety Rating Scale for youth with autism spectrum disorder scores with repeat measurement over a 1-month period. The Pediatric Anxiety Rating Scale for youth with autism spectrum disorder is a useful clinician-rated measure of anxiety in youth with autism spectrum disorder and fills a gap for assessing anxiety in this population.