Internet Research: The Role of the Focus Group

LIS researchers have used the face-to-face focus group interview for many years. Other researchers have recently embraced a new rendition of the focus group—the online focus group. This article examines face-to-face and online focus group modes through a review of actual research experiences using the two approaches. Relevant literature is considered. Comparisons are then drawn as to similarities and contrasts in methodology, group dynamics, and group communication. Within this context, possible applications of the online focus group approach for library and information science researchers and practitioners can be considered. Rapid development of technology coupled with the face-to-face and the online focus group approaches may allow the creation and implementation of the hybrid version, the virtual focus group.     

Pushing Comfort Zones: Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature

In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools.     

Comparison of Knowledge and Attitudes Using Computer-based and Face-to-Face Personal Hygiene Training Methods in Food Processing Facilities

ABSTRACT:  Computer-based training is increasingly favored by food companies for training workers due to convenience, self-pacing ability, and ease of use. The objectives of this study were to determine if personal hygiene training, offered through a computer-based method, is as effective as a face-to-face method in knowledge acquisition and improved attitude toward food safety. Employees from four food processing facilities ( n = 94) were randomly assigned to a control group, a face-to-face training group, or a computer-based training group. Evaluation instruments consisted of a pretest and a posttest to measure knowledge gain, a step scale to measure attitude after training and retrospectively before training, and a brief set of interview questions. Results for both treatments and the control group indicated increases in knowledge. Analysis of the posttest scores, when controlling for the pretest scores, indicated the difference was significant ( P ≤ 0.05); however, post hoc analysis did not indicate which treatment was superior. There was a significant increase in attitude scores for both groups using paired t -tests, although the difference between groups was not significant when controlling for attitude scores before training. Issues that may limit application of the technology used in this study include low literacy and language barriers among employees, and time constraints within companies. These and other variables should be taken into account in future research studies addressing comparisons of training methods. This study is the first to demonstrate the effectiveness of computer-based training aimed at food handlers who work in food processing establishments.     

Cross-cultural perceptions of assessment of selected international science teachers in American high schools

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.     

Modified breastfeeding attrition prediction tool: prenatal and postpartum tests

In earlier studies, the Breastfeeding Attrition Prediction Tool (BAPT) demonstrated predictive validity in the postpartum period. The purpose of this study was to compare the effectiveness of a modified version of the BAPT when given in the last trimester (BAPT1) and following delivery (BAPT2) in predicting breastfeeding attrition among 117 women who planned to breastfeed for at least 8 weeks. Subjects completed the BAPT during a prenatal breastfeeding class and again at delivery, and they received a phone call at 8 weeks to determine breastfeeding status. In this study, neither of the two administrations of the BAPT was predictive of breastfeeding status at 8 weeks. Findings here may differ because subjects in the current study were all committed enough to attend breastfeeding class and, thus, varied less on commitment than women in earlier studies. Significant associations were found with level of education and having a close relative who breastfed. To assist the perinatal educator in identifying women most at risk for early cessation of breastfeeding, the use of three questions regarding level of education, family support, and breastfeeding preparation is suggested.     

The Positive Impact of Early Intervention for Children With Developmental Delays,Gestational Cocaine Exposure,and Co-Occurring Risk Factors

This article examined transition rates of young children (n = 102) from an early intervention program at the Linda Ray Intervention Program (LRIP) who had documented developmental delays and co-occurring prenatal drug exposure often coupled with verified child maltreatment. Findings indicated that there was significant group improvement from entrance to exit across all six Battelle Domains at the p < .05 level. Also, children who were enrolled for a longer period of time saw significantly better adaptive, personal-social, communication, and Battelle total scale scores at the p < .05 level. Finally, data revealed that boys were 5 times more likely than girls to be transitioned to Part B services after exit from LRIP. A longitudinal study of a subgroup of these children indicated that LRIP children who were in grades K–3 needed fewer special education services in elementary school than they needed at age 36 months, indicating a further reduction in special education needs for these children.     

WOWW: a solution orientated approach to enhance classroom relationships and behaviour within a Primary three class

A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused approach. The quantitative results illustrated an improvement in the teacher ratings and class ratings for the class goals set by the class teacher, and helped the teacher to feel more confident in her class. From the qualitative comments, class teacher and pupils reported a positive experience of WOWW and noticed a difference within the classroom. In summary, WOWW influenced a positive change to relationships and behaviour within the classroom.     

The mother-infant relationship and infant attachment in a South African peri-urban settlement

A sample of 147 mother-infant dyads was recruited from a peri-urban settlement outside Cape Town and seen at 2- and 18-months postpartum. At 18 months, 61.9% of the infants were rated as securely attached (B); 4.1% as avoidant (A); 8.2% as resistant (C); and 25.8% disorganized (D). Postpartum depression at 2 months, and indices of poor parenting at both 2 and 18 months, were associated with insecure infant attachment. The critical 2-month predictor variables for insecure infant attachment were maternal intrusiveness and maternal remoteness, and early maternal depression. When concurrent maternal sensitivity was considered, the quality of the early mother-infant relationship remained important, but maternal depression was no longer predictive. Cross-cultural differences and consistencies in the development of attachment are discussed.