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Sampling methods partes juntas
- 1. PURPOSIVE SAMPLING TITLE: Reflection about the importance of personal values through fables in the EFL classroom AUTHORS: Angie Julieth Castañeda Bohórquez and Yury Catherine Forero Ojeda PLACE: Corporación Universitaria Minuto de Dios Bachelor in Foreign Language Teaching, Bogotá 2017 OBJECTIVE: To determine the possible contributions of fables to reflect about the importance of personal values in EFL classroom with fourth graders at Colombo Latino School
- 3. CRITICAL CASE TITLE: Mothers' Perceptions of Citizenship, Practices for Developing Citizenship Conscience of Their Children and Problems They Encountered. AUTHORS: Figen Ersoy PLACE: Anadolu University OBJECTIVES: To figure out the citizenship perceptions of mothers, their practices for developing citizenship conscience of their children and to explore the problems they have encountered
- 5. CONFIRMING AND DISCONFIRMING CASES Identification of confirming and disconfirming case occurs after some portion of data collection and analysis has already been completed. This is the process of selecting cases that either: serve as additional examples that lend further support, richness and depth to patterns emerging from data analysis (confirming cases) serve as examples that do not fit emergent patterns and allow the research team to evaluate rival explanations(disconfirming cases). This can help the research team understand and define the the limitations of research findings.
- 6. Why use this method? Identifying confirming and disconfirming cases is a sampling strategy that occurs within the context of and in conjunction with other sampling strategies. Researchers seek out confirming and disconfirming cases in order to develop a richer, more in depth understanding of a phenonmenon and to lend credibility to one's research account. Taken from :http://www.qualres.org/HomeConf- 3807.html
- 7. Example Tittle: Problems of stopping trials early Author: ordon H Guyatt, professor1, Matthias Briel, assistant professor2, Paul Glasziou, professor3, Dirk Bassler, professor4, Victor M Montori, professor5 Place: University of Toronto Department of Family & Community Medicine, Toronto,Ontario, Canada. Objective: To determine the this Practice of randomised trials can have far reaching and harmful consequences after interim analyses Recovered from: BMJ 2012;344:e3863 doi: 10.1136/bmj.e3863 (Published 15 June 2012)
- 8. Key informant technique definition It is an ethnographic research method which was originally used in the field of cultural anthropology and now is used more widely in other branches of social science investigation.
- 9. Key informant sample they are able to provide more information and a deeper insight into what is going on around them as a result of their personal skills, or position within society. They can be called as natural observers. They are interested in the behavior of those around them. They observe the development of their culture. They usually speculate or make inferences about behaviors or things around them .
- 10. Characteristics of an ideal key informant Role in community knowledge Willingness Communicability Unbiased
- 11. Key informant example Tittle: Factors in implementing interprofessional education and collaborative practice initiatives: Findings from key informant interviews. Author: Barker, K. K., Bosco, C., & Oandasan, I. F. (2005). Place: University of Toronto Department of Family & Community Medicine, Toronto,Ontario, Canada. Objective: To identify factors associated with interprofessional education and collaborative practice initiatives.
- 12. Participants: Only 10 English interviews are presented here. Methodology : This paper presents the findings from semi- structured telephone interviews with key informants conducted as part of the environmental scan. Interviewing is an ideal method to collect data on participants’ experiences in various endeavors, for semi- structured interviews allow the interviewer to use a written topic guide to ensure that all question areas are covered, while allowing the participants to talk freely. This way, what is most important to the participants can be captured (Polit, Beck, & Hungler, 2001).
- 13. REFERENCES Barker, K. K., Bosco, C., & Oandasan, I. F. (2005). Factors in implementing interprofessional education and collaborative practice initiatives: findings from key informant interviews. Journal of Interprofessional Care, 19(sup1), 166-176. Marshall, M. N. (1996). The key informant technique. Family practice, 13, 92-97.