Qualitative Research Methods Paper

Interview 2

1. Describe some student behaviors that you observe in your undergraduate classes that are problematic. What made them problematic? Give me an example from last week.

 

Some problematic behaviors are texting or surfing the Internet with cell phones during class, and talking to peers while I am trying to teach. Some students sit at the back of the classroom and state that they cannot hear. When asked to move up, they do not want to. Students sometimes do not prepare for class in terms of reading and/or pre-work. Then, the class does not progress as intended due to the fact that I have to direct teach the background information. This puts us behind schedule and does not let the students process information at the level needed. Other times I have an activity scheduled and students balk at the hands-on approach, preferring to “sit and get.” Last week, I had assigned a case study for students to read and be prepared to interact with others in their group to develop a solution. Not all of the students in two of the groups had done their part of the assignment or weren’t properly prepared, so this left the entire group without the ability to complete the classroom activity. Qualitative Research Methods Paper

 

2.  Based on teaching experiences, how would you define incivility?

 

Incivility includes student or faculty behaviors that impact the culture and community of the class. Incivility can also include actions taken by students and/or faculty that interfere with teaching and learning.

 

3. What are some behaviors you would describe as uncivil? When was the last time this occurred? What happened?

 

· Students will text during class when I am trying to lecture or teach.

· Students will forget to set their cell phones to silent or will take a phone call during class time, starting the conversation even before they get out of the room.

· Students will come to class late and then disrupt class by asking the instructor to get them caught up.

· Students will “surf” the Internet rather than work on the class assignment.

· This happens on a regular basis in class. I think sometimes students feel that since they are paying for the classes, they can do what they want during class time.

 

4. Can you share one or two examples of student incivility that you have experienced in classes?

 

· I had one student in an online class who disagreed with the content on learning styles. He took one source that disputed the validity of learning styles as the sole word on the topic. Then, he was combative in the discussion forums, challenging others to the point that two students e-mailed me with concerns and refused to interact with him. Qualitative Research Methods Paper

· Sometimes students challenge a grade. When I ask them to highlight where they feel they have addressed the part of the grade they challenged, they can’t do so and then still believe their grade should be changed.

 

5. How do you feel when students are uncivil?

 

Primarily, I feel disrespected and hurt. I go to great lengths to prepare for classes and don’t understand why students don’t want to engage and learn. When students are uncivil to each other, I feel the need to step in and focus the conversation and learning.

 

6.  What factors or situations contribute to student incivility in your classes?

 

· Students can actively contribute to incivility by interrupting class with ringing cell phones, talking above the lecture, coming in late, and leaving early. Not being prepared for class contributes to negative feelings among and between peers, especially during active learning. One unprepared student can impact the entire group.

· Students can passively demonstrate incivility by surfing the Internet, playing games on the cell phone, texting, etc.

 

 

7.  What strategies do you use to handle incidents of student incivility in your classes?

 

· I post a detailed syllabus and classroom policies that include a schedule and assignments so students can work ahead.

· In the beginning stages of a class I ask the students to create a set of norms that we can all follow to establish expectations for how we will treat each other.

· I am present and active in classroom discussions and in the discussion forum to redirect students if needed.

· Most importantly, I model the behaviors that I would like to see in students.

© 2016. Grand Canyon University. All Rights Reserved.

Interview 3

 

1. Describe some student behaviors that you observe in your undergraduate classes that are problematic. What made them problematic? Give me an example from last week.

 

One of the biggest problems I have experienced comes from students who are disengaged from the class. Often students are texting or have their cell phones out during the entire class. Another common problem is students who try to appear that they are engaged by having their laptops open but they are often on social media sites or surfing the web rather than being truly engaged in the class. I have found that many students rely on a “core group” of students to participate in all the discussions and in class assignments and sit back and let the learning happen around them. I don’t know if it is because they are unprepared for class, they aren’t interested in the subject, or they don’t like to interact in a public setting, but I know that it is frustrating for me and for the students that are always relied upon to be prepared to answer the questions.

2. Based on teaching experiences, how would you define incivility?

 

Incivility occurs when the actions of individuals including actions or speech is rude or unsociable. In the classroom, I think that this includes the disengagement from learning.

 

3. What are some behaviors that you would describe as uncivil? When was the last time this occurred? What happened?

 

Cells phones are a big problem. Students are either on their phones the whole class or phones are going off throughout the class despite reminders to set them to silent. I understand that there are emergencies and sometimes calls or texts have to occur, but I ask that students be respectful and attend to their phones outside of the class. Other common issues are students with very strong beliefs/convictions that refuse to listen to the opinions of others. Often these are the same students who are surfing the web rather than engaging within the class discussions until it is a topic they are passionate about. I have also experienced students who do not feel that they have to abide by the class policies in regards to the discussion forums and assignment due dates. They feel that they should be able to submit their work whenever they want and not receive any point deductions. It is a spirit of entitlement in my opinion.

 

4. Can you share one or two examples of student incivility that you have experienced in classes?

 

Recently I had a student who failed to submit two of the last assignments. I advised her many times both on the phone and within the Individual Forum that assignments could only be accepted until the final day of the course, which she acknowledged within the forum. The final day of the course came and she did not submit the assignment and was given a zero. Several days later she e-mailed me the assignments and wanted credit for the assignments. I advised her that she was aware of the policy and had acknowledged the policy within my conversations with her. She called me to plead her case again and said yes she was aware of the policy she just didn’t think it applied to her.

 

5. How do you feel when students are uncivil?

It depends on where the incivility occurs. If it is directed at me I am angry. I spend a great deal of time within the class and ensure that students are learning and it is very frustrating. I try to be compassionate for my students, but the lack of civility sometimes makes me feel like I should be less compassionate.

If the incivility is between students, I try to remind them that they need to respect one another’s opinions and that even if we don’t agree on a subject it does not mean that we should be rude. Sometimes we can agree to disagree.

 

6. What factors or situations contribute to student incivility in your classes?

 

Cell phones, lap tops, side conversations, being unprepared, and unengaged are all factors within student incivility within the class. I know that it frustrates me and the students who are trying to learn and who are engaged.

 

7. What strategies do you use to handle incidents of student incivility in your classes?

 

· Attempting to create a class culture where everyone’s opinion is valued and respected.

· Having very detailed class polices and syllabus.

· Class discussions so that rather than a lengthy lecture students are given the opportunity to digest the information and solidify their learning through the discussion.

· Being active and present within the instruction and learning myself and being sensitive to the needs of the students.

© Copyright 2016. Grand Canyon University. All Rights Reserved.

Interview 4

 

1. Describe some student behaviors that you observe in your undergraduate classes that are problematic. What made them problematic? Give me an example from last week.

 

Some problematic behaviors are negative attitudes, side conversations/cell phone use, and negative communication styles. These are problematic because they disrupt the flow of the classroom, they have a negative effect on the collaborative piece, and they cause tension and stress in the classroom for individuals and group projects.

 

Last week, I assigned a group project for my classes. My students were to work together to conduct research for a presentation, to be given in two weeks. One of the groups started talking about the project while I was giving instructions, and then when it came time to work, they had missed some of the instructions so there was some confusion about the assignment. They began arguing about who was going to do what in the assignment, and one of them got up and left the group, refusing to work with the rest.

 

The problematic behavior in this situation was the side conversation, first, followed by the negative communication style. Both of these issues made it difficult for learning to take place, and disrupted the collaborative nature and focus of my classroom.

 

2.  Based on teaching experiences, how would you define incivility?

 

Incivility is any behavior or incident that negatively affects the positive culture of a classroom, and interferes with the learning process for groups or individuals. Incivility in any learning environment can take the focus off the student and disrupt progress towards the common achievement goals of the classroom. Additionally, incivility can bring a level of stress and strife into the classroom for both the teacher and students.

 

 

3. What are some behaviors that you would describe as uncivil? When was the last time this occurred? What happened?

 

· Arguing or using an aggressive communication style (interrupting, sarcasm) during classroom discussion. I tend to see this happen if the discussion takes a controversial turn. The last time it happened in my class, it was two people arguing over a presidential candidate. One student called the other a derogatory term so I had to redirect the conversation back to topic.

· Cell phone use can be uncivil, especially when it is excessive. I have students who forget to turn it off and it makes some type of noise, or students who will text or be playing games throughout class. This is probably the most common behavior I have to address, and I usually just ask the student to step outside and complete their conversation or task, and then join us when they are done.

· I had a student that was not happy with a grade she received on her test. She came in at the beginning of class and asked if she could talk to me, but class was about to start so I asked if she could come see me during my office hours. She said, “Of course, I figured that’s what you would say.” Shen then went and dropped her bag down by her chair, and left the classroom. She came back about 20 minutes later and sat in her chair, doodling all through the notes that I was giving the students for the next test. Because of the negative attitude, she missed out on an important review for the next test.

 

 

4. Can you share one or two examples of student incivility that you have experienced in classes?

 

· I had a student in class that was upset with a teacher from another class, and was talking to the students around him about the situation. After a couple of negative comments, I walked over and struck up a conversation with the group to redirect the subject.

 

 

5. How do you feel when students are uncivil?

 

When students are uncivil in my class, I feel like I have the responsibility to step in and redirect the conversation because it affects the culture of my classroom. Relationships, communication, and that circle of peers is important to the success of my programs. Uncivil behavior disrupts the culture of my classroom and I fear that it will leave individual students with a negative view of not only my class, but my teaching.

 

6.  What factors or situations contribute to student incivility in your classes?

 

· If I am not engaged in my own activities and participating actively in the discussion, that can contribute to a culture of incivility.

· Use of sarcasm or sardonic comments

· Allowing students to control the discussion

· Addressing minor issues publicly — it can escalate the situation

· Allowing for discussion to get off topic and away from the material

 

7.  What strategies do you use to handle incidents of student incivility in your classes?

 

· I try to prevent it in the first place. At the beginning of every class, I distribute a syllabus just kind of giving of overview of the expectations for classroom/discussion conduct and just some general guidelines for acceptable and professional behavior in the classroom.

· I try to direct the conversation and keep it focused on the content by asking questions during discussions that keep the conversation heading in the way I want it to go.

· If a problem does arise, I try to redirect the conversation and return to an acceptable topic.

· If there is a problem, I address it individually with the students involved, reminding them of the classroom discussion and communication expectations.

· If it is something that I feel like I’m going to lose control of, or is escalating, I will contact my course administrator and seek the counsel and involvement of the necessary admin.

 

 

© Copyright 2016. Grand Canyon University. All Rights Reserved.

RES-855 Mock Interview Resource

Interview 1

 

1. Describe some student behaviors that you observe in your undergraduate classes that are problematic. What made them problematic? Give me an example from last week.

 

Some problematic behaviors are negative attitudes, entitlement, negative communication styles, and the tendency to argue. These are problematic because they disrupt the flow of the classroom, they have a negative effect on the collaborative piece, and they cause tension and stress.

 

Last week, I dealt with a negative attitude in one of my online classes. My students were to exchange papers to provide feedback on a 10-page paper they were working on. Students were to provide feedback focused on content and there was a rubric style feedback form for them to follow. One student turned her paper in 48 hours late, so I posted in the classroom asking if there was anyone willing to pick up the paper to provide feedback.

 

Two students picked up the paper and they both provided feedback that was mainly focused on content and writing choice. The comments they gave were pretty similar — both picked up on problems with structure and organization, and made some suggestions to strengthen a few areas. Both made a general observation that although the feedback wasn’t supposed to be based on grammar and mechanics, the paper’s grammar and mechanical issues were detracting from the readability. Both suggested careful editing. The feedback given was a good mix of positive and constructive feedback, and it was delivered in a professional manner.

 

The student receiving the feedback was not pleased. She posted in the discussion board that she felt ridiculed and shamed. She said she was going to contact her advisor and have the assignment and the feedback reviewed because it wasn’t fair and it wasn’t constructive. She also sent personal e-mails to both of the students that provided the feedback (one of which, she pointed out a couple of grammatical errors in the feedback itself) telling them both that they needed to consider other peoples’ feelings before tearing up and redlining somebody’s work. She also e-mailed me and told me that she received hurtful response e-mails from both students that were “full of insults” and “degrading.” As it turned out, the student could not produce a copy of those e-mails when asked by her advisor, and subsequently she dropped the program.

 

 

2.  Based on teaching experiences, how would you define incivility?

 

Incivility is any behavior or incident that negatively affects the positive culture of a classroom, and interferes with the learning process for groups or individuals. Incivility in any learning environment can take the focus off the student and disrupt progress towards the common achievement goals of the classroom. Additionally, incivility can bring a level of stress and strife into the classroom. Qualitative Research Methods Paper

 

 

3. What are some behaviors that you would describe as uncivil? When was the last time this occurred? What happened?

 

· Arguing with someone in a discussion forum. I deal with this once a term or so – the last time was about two weeks ago when somebody responded to a post by simply saying “I disagree.” The original poster managed to stay out of it, but before I even got back in the classroom (and I sign in daily) three people had responded negatively. I had to step in and redirect the focus.

· Rude comments. For the most part, students I’ve worked with have been polite and courteous to one another. About six months ago, I was on a group video conference with a cohort of students, when one told another student she was “a good looking woman, and maybe that’s why she is so cocky.” Fortunately, I didn’t have to deal with that one on my own.

· I had a student that responded to a discussion post from another student by saying that her post was too hard to read because all of the errors in her writing. I handled it by e-mailing the individual and asking her to remove her comment and keep future comments focused on extending the discussion or reflecting on the material.

 

 

4. Can you share one or two examples of student incivility that you have experienced in classes?

 

I had a student complain in the discussion board about a writing tutor associated with the university. He mentioned the tutor’s name, and complained in detail about the advice that was being given. Qualitative Research Methods Paper

 

 

5. How do you feel when students are uncivil?

 

When students are uncivil in my class, I feel like I have the responsibility to step in and redirect the conversation because it affects the culture of my classroom. Relationships, communication, and that circle of peers is important to the success of my programs. Uncivil behavior disrupts the culture of my classroom, and I fear that it will leave individual students with a negative view of not only my class, but my teaching.

 

6.  What factors or situations contribute to student incivility in your classes?

 

· If I am not present in my classroom and participating actively in the discussion that can contribute to a culture of incivility.

· Use of sarcasm or sardonic comments.

· Allowing students to control the discussion.

· Making evaluative comments on student submissions where other members of the class can see.

· Allowing for discussion to get off topic and away from the material.

 

7.  What strategies do you use to handle incidents of student incivility in your classes?

 

· I try to prevent it in the first place. At the beginning of every class, I post an announcement just kind of giving an overview of the expectations for classroom/discussion conduct and some general guidelines for acceptable and professional behavior in the classroom.

· I try to direct the conversation and keep it focused on the content by asking questions in response to posts that keep the conversation heading in the way I want it to go.

· If a problem does arise, I try to redirect the conversation and return to an acceptable topic.

· If there is a problem, I address it individually with the students involved, reminding them of the classroom discussion and communication expectations. Qualitative Research Methods Paper

· If it is something that I feel like I’m going to lose control of, or is escalating, I will contact my course administrator and seek the counsel and involvement of the necessary admin.

 

© Copyright 2016. Grand Canyon University. All Rights Reserved.

College of Doctoral Studies

 

Background Information

Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:

· How do nursing students and nurse faculty contribute to incivility in nursing education?

· What are some of the causes of incivility in nursing education?

· What remedies might be effective in preventing or reducing incivility?

They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.

For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States. Qualitative Research Methods Paper

You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).

 

The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014). Qualitative Research Methods Paper

Week 2 Assignment: (Read the following article and construct a 10 key points document.)

GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark and Springer (2007) to identify and construct a 10 key points document in preparation for the mock study on incivility in psychology classes.

Steps:

1. Read Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-live&scope=site

2. As you read, highlight information that relates to the 10 key points, such as the purpose, problem, sample, research question, etc.

3. After reading and highlighting the components of the article, complete the 10 key points table based on the Clark and Springer (2007) study in nursing education. Qualitative Research Methods Paper

 

 

	Ten Strategic Points	Comments or Feedback
Broad Topic Area
Lit Review
Problem Statement	“This study was conducted using quantitative and qualitative methodologies to investigate the problem of incivility in nursing education in a university environment from both student and faculty perspectives” (Clark and Springer, 2007, p. 94). Rewrite this in “GCU” format.
Research Questions
Sample	Sample: identify the sample from the Clark and Springer study.
Describe Phenomena (Qualitative)
Methodology and Design
Purpose Statement	“Its purpose was to consider possible causes of incivility and to recommend potential remedies” (Clark and Springer, 2007, p.94). Rewrite this purpose statement based on “GCU” format.
Data Collection Instruments and Approach	Describe instruments used for the Clark and Springer study. Describe the data collection approach used in the Clark and Springer study along with informed consent procedures.
Data Analysis Approach	Discuss the data analysis approach used in the Clark and Springer study.

 

 

Week 5 Assignment: In Week 2, you constructed a 10 key points document based on the Clark and Springer (2007) study conducted on incivility in nursing education. In preparation for the mock replication study to be completed by participants in undergraduate psychology classes, you now must construct a 10 key points document for your own study. This must meet GCU criteria in terms of problem, purpose, and research question format. This would be a descriptive case study at GCU. Qualitative Research Methods Paper

Steps:

· Review the 10 key points constructed in Week 2 and the Clark and Springer (2007) study. Additionally, review the feedback provided by the instructor.

· Use the following template to develop 10 key points for your replication study in an undergraduate psychology program. Be sure to use resources in the DC network>Research/Dissertation tab> Prospectus templates to review the criteria for the purpose, problem, research questions and other key points.

· Use the prompts and suggestions contained in the template to guide your work.

	Ten Strategic Points	Comments or Feedback
Broad Topic Area	Incivility in psychology undergraduate education programs
Lit Review	Include citations from studies on incivility in psychology education
Problem Statement	Write a problem for the psychology study, in the GCU required format.
Research Questions	Now frame questions for the study you will design for a target population of undergraduate psychology programs.
Sample	Describe the sampling strategy you could use for a like study in an undergraduate psychology program. Define and justify the sampling strategy from a research source. Justify the sample size for a qualitative study from a research source and from the GCU Core Design Document.
Describe the Phenomenon
Methodology and Design	Describe the method and design you would use and justify your choice of both from a research source.
Purpose Statement	Develop a purpose statement for a psychology undergraduate program in the required GCU format.
Data Collection Instruments and Approach	Describe the IHE instrument to be used in this study. Describe the data collection approach you would use, including getting informed consent and how you would protect the confidentiality of participants.
Data Analysis Approach	Discuss a specific data analysis strategy you would use in your replication study in an undergraduate psychology program. Cite a specific researcher’s strategy such as Hatch, Miles and Huberman, Bogden and Biklin, or Saldana.

Week 7 Assignment

You will analyze four transcribed interviews by inductively coding the data and developing themes. This will be a miniature version of what coding a large study would be like. Qualitative Research Methods Paper

Directions

Perform the following tasks to conduct the analysis:

· Code the data: To analyze the data, you must first identify categories or themes that appear in the data. To accomplish this, do the following:

· Read the transcript of each participant’s responses and identify words that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline).

· When you recognize words or phrases that appear frequently, make note of them. That is, circle or highlight them in the text.

· After reading all participants’ responses, review the words/phrases you marked or wrote down and identify a short list of useful codes. See Table 1 below. Qualitative Research Methods Paper

· Collapse these codes into four or five categories or themes and name them. See Table 1, column 2, below.

· List the categories or themes and substantiate them with quotations from the online focus group participant transcripts. See Tables 2 and 3, below. You could put all of these in one table, or you could use a table for each theme, and provide several examples of quotes in the right-hand column for that theme.

· Present your results in a table (below) formatted according to the APA guidelines found in the “APA Style Guide,” located in the Student Success Center.

· Identify your coding process in an appendix (an example is included in the Appendix below).

 

Task 1: Code the transcript as described above, and color code the transcript using a color for each key code. Do this in Word. Qualitative Research Methods Paper

 

Task 2: Create a codebook.

Code	Definition of the Code	Example From Transcript

 

 

Task 3: Create a table of words or phrases that appear frequently. Display as shown in Table 1.

Table 1 Words or Phrases that Appear Frequently

Word or Phrase	Notes on the Words/Phrases	Notes on Emerging Themes
Write down the word(s) or phrase(s) here.	For example, do they appear in a transcript of one particular interview, or do they show up in several interviews? If they show up in several, there is a pattern that cross-cuts individuals. You might want to state Name of participant/page number of transcript (if that seems to make sense).	As you review the list of words/phrases in column 1, and see some patterns, you can name the patterns. Collapse the repeating words/phrases into 4-5 (or whatever seems relevant) themes.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently, until you have written them all down.

 

Task 4: Based on Table 1 and your coded transcript, create a table based on Tables 2 and 3. Create a table for each theme.

 

Table 2 Inductively Developed Themes

Theme	Examples of Quotes From the Transcripts
Put the name of the theme here.	Put a quote here that represents the theme
	Place additional examples of quotes for this theme in each cell in this table.

 

Table 3 Inductively Developed Themes

Theme	Sample Responses
Name another theme.	Provide a quote that exemplifies this theme.
	Provide another quote here.

 

Note: You would put notes here if needed. See pages 130-131 of your APA manual.

 

Write-up the Results

A research report is not complete without a written summary of the research findings. To complete the research report, follow the instructions below and include the components outlined. Include the table and the chart you have created to show the data graphically/visually.

Introduction

Discuss the background information and the fact that this study was modeled after a study conducted by Clark and Springer in 2007. Discuss the data Clark and Springer collected and their results. Then discuss how your “mock or replication” study conducted in an undergraduate psychology program will add to these results.

Sample — discuss who participated in your study.

Instruments…describe the structure and purpose of instrument you used: the IHE (the interview transcript).

 

Data Analysis

Discuss your own initial analysis and the codes that you came up with. Collapse these codes into three to four themes as Clark and Springer did. However, this must be based on the “mock” data you collected (and we presented in a separate document).

Results

Write a summary of the themes that you identified when analyzing the faculty comments about in-class disruptions. Include the table and the chart you have created to show the data graphically/visually.

Recommendations

Compare your results to those of Clark and Springer (2007):

Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Clark and Springer used the Incivility in Nursing Education survey along with open-ended questions to collect data from 36 nursing faculty and 168 nursing students.

Each of the researchers reviewed all comments and organized them by themes. Clark and Springer noted four major themes of responses:

· Faculty perceptions of in-class disruption and incivility by students

· Faculty perceptions of out-of-class disruption and incivility by students

· Student perceptions of uncivil behaviors by faculty

· Faculty and student perceptions of possible causes of incivility in nursing education

A total of eight codes were identified among the faculty comments on types of in-class disruptions. These were the following:

· Disrupting others by talking in class

· Making negative remarks/disrespectful comments toward faculty

· Leaving early or arriving late

· Using cell phones

· Sleeping/not paying attention

· Bringing children to class

· Wearing immodest attire

· Coming to class unprepared

Based on your findings, discuss some strategies that these faculty members can use to reduce the incidences of disrespectful behaviors. Cite the recommendations from peer-reviewed sources.

Discuss how you would also use the data analysis strategy listed in your 10 key points to code and theme the open-ended comments from faculty.

Discuss the benefits and limitations of using SPSS and frequency counts in qualitative data analysis, along with why additional analysis is required.

References

Include a reference list of the sources used.

Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative data. New York, NY: Sage Publications.

Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-live&scope=site

Grand Canyon University. (2013). Template for coding and summary tables.

Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 15-16

Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY Press.

Moustakas, C. (1994). Phenomenological research methods. New York, NY: Sage Publications.

Yin, R. (2014). Case study research design and methods. New York, NY: Sage Publications.

 

 

© 2016. Grand Canyon University. All Rights Reserved.

 

© 2016. Grand Canyon University. All Rights Reserved.

Tables for Assignment 7

Table 1

Code	Definition of the code	Example from Transcript

 

 

Table 2

Words or Phrases	Notes on the Words/Phrases	Notes on Emerging Themes
Write down the words or phrases here.	For example, do they appear in a transcript of one particular interview, or do they show up in several interviews? If they show up in several, there is a pattern that cross-cuts individuals. You might want to state Name of participant/Page number of transcript (if that seems to make sense).	As you review the list of words/phrases in column 1, and see some patterns, you can name the patterns. Collapse the repeating words/phrases into 4-5 (or whatever seems relevant) themes.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently, until you have written them all down.

 

Table 3

Inductively Developed Themes

Theme	Examples of Quotes From the Transcripts
Put the name of the theme here.	Put a quote here that represents the theme.
	Place additional examples of quotes for this theme in each cell in this table.