Developing a codebook to guide content analysis of expressive writing transcripts

Fonteyn, Marsha; Vettese, Margaret; Lancaster, Diane R.; Bauer‐Wu, Susan

doi:10.1016/j.apnr.2006.08.005

Cited by 98 publications

(87 citation statements)

References 8 publications

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“…As recommended by Fonteyn, Vettese, Lancaster, and Bauer-Wu (2008), NVivo was also used to create an electronic database of the transcripts that had been coded using the consensus codebook, as well as to update and revise the evolving codebook. Data were analyzed using inductive content analysis in which themes were uncovered through reading all transcripts, making notes on initial impressions, and letting the codes emerge directly from the text (Hsieh & Shannon, 2005;Ryan & Bernard, 2000).…”

Section: Analytic Procedures Qualitative Methodsmentioning

confidence: 99%

Teen Pregnancy Prevention Program Recommendations from Urban and Reservation Northern Plains American Indian Community Members

McMahon

Hanson

Griese

et al. 2015

American Journal of Sexuality Education

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Despite declines over the past few decades, the United States has one of the highest rates of teen pregnancy compared to other industrialized nations. American Indian youth have experienced higher rates of teen pregnancy compared to the overall population for decades. Although it's known that community and cultural adaptation enhance program effectiveness, few teen pregnancy prevention programs have published on recommendations for adapting these programs to address the specific needs of Northern Plains American Indian youth. We employed a mixed-methods analysis of 24 focus groups and 20 interviews with a combined total of 185 urban and reservation-based American Indian youth and elders, local health care providers, and local school personnel to detail recommendations for the cultural adaptation, content, and implementation of a teen pregnancy prevention program specific to this population.Gender differences and urban /reservation site differences in the types of recommendations offered and the potential reasons for these differences are discussed. This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. KEYWORDS American Indian, teen pregnancy prevention, program recommendations 218 Teen Pregnancy Prevention Program Recommendations 219 INTRODUCTIONAlthough adolescents of all races and ethnicities engage in behaviors such as unprotected sex and substance use that increase their risk for sexually transmitted infections (STIs) and teen pregnancies (Eaton et al., 2012), American Indian/Alaska Native (AI/AN) youth experience disproportionately higher rates of teen pregnancy compared with the overall population (de Ravello, Jones, Tulloch, Taylor, & Doshi, 2014). Furthermore, while the birth rate for U.S. teens aged 15-19 has dropped in 18 of the past 20 years, changes in the annual birth rates for AI/AN teens have been less consistent over the past two decades and have remained notably higher than those of non-Hispanic Whites and Asian/Pacific Islanders (Solomon-Fears, 2013). For example, in 2012, the birth rates for AI/AN teens was 34.9 per 1,000 live births while the national rate reached a historic low of 29.4 and the rate for non-Hispanic White teens was lower yet at 20.5 (Martin, Hamilton, Osterman, Curtin, & Mathew, 2013). AMERICAN INDIAN/ALASKA NATIVE SEXUAL RISK BEHAVIORSPrevious findings regarding adolescent sexual behavior also reveal that a greater proportion of urban AI/AN youth engage in sex at younger ages and are less often using any method of contraception compared to the overall population (de Ravello et al., 2014). Specifically, in a study examining the reproductive health and behaviors of urban AI/AN girls through data gathered from the 2002 National Survey of Family Growth (Rutman, Taualii, Ned, & Tetrick, 2012), findings revealed that approximately 33% of urban AI/...

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Section: Analytic Procedures Qualitative Methodsmentioning

confidence: 99%

Teen Pregnancy Prevention Program Recommendations from Urban and Reservation Northern Plains American Indian Community Members

McMahon

Hanson

Griese

et al. 2015

American Journal of Sexuality Education

View full text Add to dashboard Cite

show abstract

“…As recommended by Fonteyn, Vettese, Lancaster, and Bauer-Wu (2008), NVivo was also used to create an electronic database of the transcripts that had been coded using the consensus codebook and to update and revise the evolving codebook. Data were analyzed via deductive content analysis (Elo and Kyngäs 2008) in which a categorization matrix was developed with coding categories derived from the Circle of Courage themes.…”

Section: Data Analysis Techniquesmentioning

confidence: 99%

Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience

McMahon

Griese

Kenyon

2018

Cult Stud of Sci Educ

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With growing evidence demonstrating the impact of undergraduate research experiences on educational persistence, efforts are currently being made to expand these opportunities within universities and research institutions throughout the United States. Recruiting underrepresented students into these programs has become an increasingly popular method of promoting diversity in science. Given the low matriculation into postsecondary education and completion rates among Native Americans, there is a great need for Native American undergraduate research internships. Although research has shown that Western education models tend to be less effective with Native populations, the implementation of indigenous epistemologies and pedagogies within higher education, including research experiences, is rare. This study explores the applicability of a cognitive apprenticeship merged with an indigenous approach, the Circle of Courage, to build a scientific learning environment and enhance the academic and professional development of Native students engaged in an undergraduate research experience in the health sciences. Data were drawn from focus groups with 20 students who participated in this program in 2012-2014. Questions explored the extent to which relational bonds between students and mentors were cultivated as well as the impact of this experience on the development of research skills, intellectual growth, academic and professional self-determination, and the attachment of meaning to their research experiences. Data were analyzed via deductive content analysis, allowing for an assessment of how the theoretical constructs inherent to this model (belonging, mastery, independence, and generosity) impacted students. Findings suggest that engaging Native students in research experiences that prioritize the needs of belonging, mastery, independence, and generosity can be a successful means of fostering a

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“…Influenced by the code card method suggested by Fonteyn, Vettese, Lancaster, and Bauer-Wu (2008), the researchers created a card for each category with a description and inclusion criteria. First, responses from the video response logs were color coded into a notebook by successes and challenges.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…Data sources included: a) videotapes, b) student reflections, c) cooperating teacher feedback, d) university instructor evaluations, e) surveys, and f) peer feedback. Responses were analyzed using a combination of content analysis (Silverman, 1999) and the constant-comparative method (Glaser & Straus, 1967) to determine patterns or themes in the data.Influenced by the code card method suggested by Fonteyn, Vettese, Lancaster, and Bauer-Wu (2008), the researchers created a card for each category with a description and inclusion criteria. First, responses from the video response logs were color coded into a notebook by successes and challenges.…”

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confidence: 99%

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

Smith

Greene

2013

JITE:Research

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Executive SummaryThe purpose of this study was twofold. The primary purpose was to improve pre-service teacher education by using technology to help pre-service teachers bridge the gap between academic preparation and practice. The secondary, but still important, objective was to familiarize preservice teachers in the use of technology to support their future pedagogical activities. Therefore, this research sought to develop a method for training undergraduate students in designing, implementing, and evaluating lesson plans to solidify the relationship between research, pedagogy, and teaching practice. Specifically, this study investigated the implementation of e-learning as a method of instruction to help pre-service teachers evaluate and improve upon the implementation of their lesson plans during their real world practicum experiences. The study was guided by the following research questions: 1) What successes, challenges, and benefits do university instructors and pre-service teachers experience in using and analyzing video in teacher education methods coursework? 2) In what ways did the use of e-learning help the pre-service teachers improve their teaching during the practicum experience? Results showed that participants reported improved lesson planning, improved lesson implementation, visual interpretations of best practices, modeling, and peer and university instructor feedback as successes of the e-learning project. Challenges included participants' frustrations of being overworked and overwhelmed with the technical problems associated with e-learning. Overall participants judged the e-learning project as a very positive aspect of their teacher training.Keywords: e-learning, teacher education, 21 st century learners, teaching and learning IntroductionOne of the multiple realities of implementing quality preparation and support of teacher educators is inclusion of 21 st century "technology" skills in teaching. To prepare K-12 students for the future, we must ensure that our teachers are equipped for the future as well. Therefore, as teacher educators, we are challenged to revise our teacher preparation programs to reflect the needs of 21 st century learners so that we produce teachers who effectively and comfortably use technology to enhance student learning. While today's college students may be very familiar with social networking sites, digital music, and video sharing, they are not as familiar with many of the opportunities technology offers to enhance Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on...

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Developing a codebook to guide content analysis of expressive writing transcripts

Cited by 98 publications

References 8 publications

Teen Pregnancy Prevention Program Recommendations from Urban and Reservation Northern Plains American Indian Community Members

Teen Pregnancy Prevention Program Recommendations from Urban and Reservation Northern Plains American Indian Community Members

Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

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