The Art of Question Phrasing

Gideon, Lior

doi:10.1007/978-1-4614-3876-2_7

Cited by 32 publications

(21 citation statements)

References 2 publications

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“…A total of 10,625 of the participating 6-9th grade students stated that they had been bullied, while 2,975 of those provided responses to the open-ended question. This low-reponse rate means that important reasons for why students are subjected to bullying might be missing (Gideon 2012). Reluctance to answer the follow-up question may have been affected by the open-ended format and the way in which the question was asked, in terms of there being an identifiable reason for the bullying.…”

Section: Methodsmentioning

confidence: 99%

‘Because I am me': school bullying and the presentation of self in everyday school life

Forsberg

Horton

2020

Journal of Youth Studies

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In this study, we draw on Erving Goffman's work on the presentation of self to explore responses by 12-15-year-old (i.e. 6th-9th grade) school students to an open-ended survey question about why they think they were bullied. In doing so, we contribute to a relatively unexplored aspect of school bullying research by focussing on how those students who are subjected to bullying understand their own bullying experiences. We focus in particular on explanations that focus on themselves as individuals. Utilising thematic analysis, we identified six themes: (1) Body, (2) Manner, (3) Social structures, (4) Opinions and interests, (5) Ability, and (6) Relations. Our analysis of the students' responses suggests that they were bullied because they were perceived as different in some sense, and that such understandings of difference are connected to broader social and societal norms. These findings have important implications for understandings of bullying as aggressive acts and suggest that rather than simply focussing on the negative behaviour of individuals, anti-bullying initiatives also need to focus on the social structures that underpin the understandings of difference that facilitate such behaviour.

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Section: Methodsmentioning

confidence: 99%

‘Because I am me': school bullying and the presentation of self in everyday school life

Forsberg

Horton

2020

Journal of Youth Studies

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“…When semi-structured interviews are used to collect data, predetermined questions and special topics are covered during the interview. There is more flexibility when conducting semi-structured interviews, since other topics could emerge in order to provide more information that may be of importance to the researcher (Gideon, 2012;Myers, 2013).…”

Section: Discussionmentioning

confidence: 99%

Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho

Mojalefa

2021

BER

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Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack of transparency, inconsistent application of policies, lack of communication, lack of motivation, poor salaries, bias as well as poor working conditions are some of the factors that cause strikes at the institutions of higher learning in Lesotho.

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“…Items were written to tap both ends of the continuum (i.e. positive and negative) for each dimension, and to adhere to item writing guidelines, such as simple and direct language be used, and each item conveys a single idea (Gideon, ). Consistent with the referent shift consensus composition model, items were phrased so that respondents reflected on their staff group (or team) and their shared, rather than individual ways of working (Chan, ; Klein, Conn, Smith, & Sorra, ).…”

Section: Methodsmentioning

confidence: 99%

Development and psychometric evaluation of the Group Home Culture Scale

Humphreys

Bigby

Iacono

et al. 2019

Research Intellect Disabil

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Background Organizational culture in group homes for people with intellectual disabilities has been identified as influencing staff behaviour and residents’ quality of life (QOL). Despite this influence, culture has been under‐researched, with no published and validated instrument to measure its dimensions in group homes. The aim was to develop such a measure. Method The Group Home Culture Scale (GHCS) was developed using a theory‐driven approach. Items were generated from the research literature, which were reviewed by experts and tested in cognitive interviews. Data from 343 front‐line staff were used for exploratory factor analysis. Results The content and face validity of the GHCS were found to be acceptable. Exploratory factor analysis indicated that the GHCS measured seven dimensions of group home culture. Cronbach's alpha for the dimensions ranged from 0.81 to 0.92. Conclusions The GHCS has potential use in research to determine whether dimensions of group home culture predict the quality of staff support and residents’ QOL.

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The Art of Question Phrasing

Cited by 32 publications

References 2 publications

‘Because I am me': school bullying and the presentation of self in everyday school life

‘Because I am me': school bullying and the presentation of self in everyday school life

Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho

Development and psychometric evaluation of the Group Home Culture Scale

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