Literaturnachweis - Detailanzeige
| Autor/inn/en | Rutledge, Stacey A.; Gilliam, Elizabeth; Closson-Pitts, Brittany |
|---|---|
| Titel | 'I'm Being Heard Right Now': Amplifying Individual Voice through Scaffolded Focus Groups |
| Quelle | In: International Journal of Social Research Methodology, 26 (2023) 1, S.67-82 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1364-5579 |
| DOI | 10.1080/13645579.2021.1973272 |
| Schlagwörter | Focus Groups; Scaffolding (Teaching Technique); Qualitative Research; Power Structure; Surveys; Group Discussion; Research Design; High School Students; Social Emotional Learning; Florida |
| Abstract | Qualitative researchers often turn to focus groups as an efficient and effective way to gather data in a collective context. A common critique is that they play into power dynamics present at the site, privileging dominant, high status, and more vocal participants. Traditional focus group structures also rely on participants to trust the interviewer, without building rapport or clarity about the research process itself. We describe an approach to focus groups that aims to circumvent traditional power dynamics while offering insight and transparency into the research process. Our Scaffolded Focus Group approach has three stages: individual surveys, small group discussions, and a large group discussion. It gives participants time to understand the research process while also building trust between the interviewer and participants, giving students voice, and providing participants greater transparency in the research process. In this way, participants become co-creators in the research endeavor. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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