Criteria Ratings Points Quality of Information 31 to >29.0 pts Advanced Interview transcription template is used. General Information Questions and Demographic Questions were completely filled in. The three interview questions from Module 4 are included and answered. 29 to >25.0 pts Proficient Interview transcription template is used. General Information Questions and Demographic Questions were mostly filled in. Two interview questions from Module 4 are included and mostly answered. 25 to >0.0 pts Developing Interview transcription template is not used. General Information Questions and Demographic Questions were not completely filled in. The three interview questions from Module 4 are missing and not answered. 0 pts Not Present 31 pts Content 40 to >36.0 pts Advanced Three open-ended interview question that are related to the topic are included and are thoroughly answered. Each transcription provided is more than 100 words. 36 to >33.0 pts Proficient Two open-ended interview questions that are related to the topic are included and are mostly answered. Two transcriptions are more than 100 words. 33 to >0.0 pts Developing Less than two open-ended interview question that are related to the topic are included and are not specifically answered. Less than two transcriptions are more than 100 words. 0 pts Not Present 40 pts Mechanics & Format 29 to >26.0 pts Advanced Minimal or no grammatical, spelling, and/or punctuation errors are present, and the document is written in current APA format. Contains a title page. Template is accurately completed. 26 to >24.0 pts Proficient A few grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Title page contains an error(s). Template was somewhat followed. 24 to >0.0 pts Developing Many grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Missing title page. Template not used. 0 pts Not Present 29 pts Total Points: 100 Interview Transcription Grading Rubric | EDUC816_D12_202220 6 Recommendations for Solving Equity Gaps at James Monroe High School, Virginia Michael Whitener School of Education, Liberty University In partial fulfillment of EDUC 816 Focus Group Questions Central Question: How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated? Focus Group Question 1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why? The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, ...

1. Criteria Ratings Points
Quality of
Information
31 to >29.0 pts
Advanced
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were completely filled in.
The three interview
questions from Module 4
are included and
answered.
29 to >25.0 pts
Proficient
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were mostly filled in. Two
interview questions from
Module 4 are included
and mostly answered.

2. 25 to >0.0 pts
Developing
Interview transcription
template is not used.
General Information
Questions and
Demographic Questions
were not completely filled in.
The three interview
questions from Module 4
are missing and not
answered.
0 pts
Not
Present
31 pts
Content 40 to >36.0 pts
Advanced
Three open-ended
interview question that are
related to the topic are
included and are
thoroughly answered.
Each transcription
provided is more than 100
words.
36 to >33.0 pts

3. Proficient
Two open-ended interview
questions that are related
to the topic are included
and are mostly answered.
Two transcriptions are
more than 100 words.
33 to >0.0 pts
Developing
Less than two open-ended
interview question that are
related to the topic are
included and are not
specifically answered. Less
than two transcriptions are
more than 100 words.
0 pts
Not
Present
40 pts
Mechanics
& Format
29 to >26.0 pts
Advanced

4. Minimal or no
grammatical, spelling,
and/or punctuation errors
are present, and the
document is written in
current APA format.
Contains a title page.
Template is accurately
completed.
26 to >24.0 pts
Proficient
A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page contains
an error(s). Template was
somewhat followed.
24 to >0.0 pts
Developing
Many grammatical, spelling,
and/or punctuation errors
are present, and/or errors in
current APA format are
found. Missing title page.
Template not used.
0 pts

5. Not
Present
29 pts
Total Points: 100
Interview Transcription Grading Rubric |
EDUC816_D12_202220
6
Recommendations for Solving Equity Gaps at James Monroe
High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816

6. Focus Group Questions
Central Question:
How can the gaps in college readiness between students from
low-income and underserved communities and those from
wealthy and majority groups be eliminated?
Focus Group Question
1. Many have been involved in debates about effective teaching
in American schools. When you think of effective teaching,
what comes to your mind first and why?
The question will be directed toward the parent and community-
focused group. For a long, researchers have conducted studies
to determine the qualities of good teachers and effective
teaching strategies. In most studies, teacher perspectives on
teaching effectiveness have varied depending on their schools'
location, race, or teaching experience. Some of the factors that
have teachers have mentioned as influencing effective teaching
are teaching strategy, management and organization, content,
and personal characteristics (Arrighi & Young, 1987). Thus,
when the schools are managed appropriately, the perception of
teaching effectiveness in the respective schools' increases. On
the other hand, when schools are poorly managed, effective
teaching is less likely to be achieved (Arrighi & Young, 1987).
Also, teachers base their interpretation of effective teaching on
the content taught in schools.
Effective teaching is only possible through effective teachers.
Such teachers have a deep understanding of the learning
curriculum and are dedicated to fulfilling it. Good et al., (2009)
define effective teaching as the ability to improve student
achievement. It can be measured by determining teacher beliefs,
knowledge, and behaviors. The question will be crucial in
understanding the reasons for the gaps in college readiness
between students from low-income and underserved
communities and those from wealthy families. According to the
preliminary research, effective teaching is only achieved when
teachers know their students and the subject they teach (Good et

7. al., 2009). Therefore, where college readiness is low, teachers
could have less understanding of their students, thus adopting
the wrong strategies while teaching them. However, if the
teachers fully understand their students' backgrounds, they will
adopt differentiated learning strategies to suit each learner.
Community and parent perceptions and experiences on effective
learning can reduce college readiness gaps between students
from underserved communities and those from rich families.
The views from the group on effective teaching will be
measured against what the teachers at James Monroe perceive as
effective teaching. The difference in opinions could lead to
identifying the problem that leads to low college readiness for
some students. In the end, the right strategies may be started at
James Monroe to match what the community perceives as
effective teaching strategies. Consequently, college readiness
gaps between learners from the diverse population may reduce
with time.
2. You have had your time in school from elementary, middle,
and high school. Each person has had different experiences with
teachers and other students. Take time and reflect. Who are the
teachers that come to your mind as great individuals, and what
makes them such? What about students you remember most?
The question will be directed to a student focus group who have
studied at James Monroe High school. Teachers and students
influence academic attainment. The question seeks to identify
learners' views about their teachers and peers at different levels.
Response to this question will help the researcher identify
the contribution of teachers at James Monroe high school to
students' success and how that impacts the college readiness
gaps. For instance, a student will be required to remember a
great teacher at any learning level (elementary, middle, high
school). After mentioning the teacher, the participants will
further explain why s/he feel the teacher was great. The
mentioned qualities of the respective teacher will be used in
understanding what is needed to reduce college gaps between
students from low-income and underserved communities and

8. those from wealthy families. Also, it will help identify what
students in schools consider as effective teacher qualities that
contribute to their success.
After the teachers, the participant will be asked about the great
student they remember at any learning level while at school.
Afterward, they will also mention the qualities of their friends
that make them memorable. These qualities will be crucial in
understanding how students create a supportive environment for
each other to succeed. Consequently, the researcher will
recommend teachers to encourage students to uphold the
identified positive qualities so that they play their role in
reducing college readiness gaps between students from
underserved communities and those from wealthy families.
3. What do you know about assessments and test scores and
their influence on college readiness?
The researcher will direct the question to the student participant
focus groups. Teachers and government can use assessments in
schools to make education reforms (Tillema et al., 2011). Also,
they are used to determine the students' ability in various
subjects and streamline instructions to address their
weaknesses. However, learners may have little knowledge about
the use of assessments in their schools. In such cases, many of
them may fail to take them seriously, leading to poor
performance. Thus, the researcher will understand whether the
reduced gaps result from a lack of knowledge on the relevance
of assessments or whether the school assessments do not
influence college readiness. The researcher will make an
informed recommendation on how the school can use
assessments to reduce college readiness gaps using the
responses.
References
Arrighi, M. A., & Young, J. C. (1987). Teacher perceptions
about effective and successful teaching. Journal of Teaching in
Physical Education, 6(2), 122–135.
https://doi.org/10.1123/jtpe.6.2.122

9. Good, T. L., Wiley, C. R., & Florez, I. R. (2009). Effective
teaching: An emerging synthesis. International Handbook of
Research on Teachers and Teaching, 803–816.
https://doi.org/10.1007/978-0-387-73317-3_51
Tillema, H. H., Smith, K., & Leshem, S. (2011). Dual roles –
conflicting purposes: A comparative study on perceptions on
assessment in mentoring relations during practicum. European
Journal of Teacher Education, 34(2), 139–159.
https://doi.org/10.1080/02619768.2010.543672
EDUC 816
Interview Transcription Template
General Information Questions
Participant’s Name
Date/Time

10. Site
Method
Participant Demographics
Current Age
Gender
Race/Ethnicity
Occupation
Interview Questions
Interviewer: What is a current problem in your school or
educational setting that would you like to see solved?
Interviewee:
Interviewer: What do you believe is the best way to solve this
problem?
Interviewee:
Interviewer: What role will data play in solving the problem?
Interviewee:
EDUC 816
Interview Transcription Assignment Instructions
Overview
Interviewing participants is an important data collection method

11. for applied research. Interviewing techniques need to be
practiced and developed to help you prepare for the actual
interview data collection for your research. Additionally,
transcribing interviews is an important part of data analysis, as
this is how codes and themes develop. For this assignment, you
will interview one participant and transcribe the interview.
Instructions
You will conduct an interview and transcribe the interview for
this assignment. You must use the template which includes three
interview questions for this assignment. Choose someone to
interview (preferably someone in an educational setting). Then,
complete the Interview Transcription Template as noted below.
Include the following guidelines for this assignment:
· Add a correctly formatted title page.
· Use the Interview Transcription Template for this assignment.
· Complete the General Information Questions section with the
participant’s name, the date and time of the interview, the site
of the study, and the method (face-to-face interview, Teams,
WebEx, Skype, phone, etc.).
· Complete the Participant Demographics section, including the
participant’s current age, gender, race/ethnicity, and
occupation.
· Complete the Interview Questions section by writing the
responses to the three open-ended interview questions provided
on the template.
· You must actually conduct this interview with the participant
named on the template.
· You may record the interview using a smart phone or other
recording device. Then, you will transcribe the participants
responses to the three interview questions into the Interview
Questions section of the template.
· Each interview question should produce more than 100-word
answers. If an answer is given that is less than 100 words, you

12. should ask a follow up question to obtain a more detailed
answer.