For the interview transcription assignment references or citations should not ?be included or used as this should be a direct transcript of what the
For the interview transcription assignment references or citations should not be included or used as this should be a direct transcript of what the participant is saying after you ask each question and use the focus group questions as a follow up questions to the three questions on the template and get the response of the person thats being interviewed and make sure to follow the advanced section of the grading rubic.
Interview Transcription Assignment Instructions
Interviewing participants is an important data collection method for applied research. Interviewing techniques need to be practiced and developed to help you prepare for the actual interview data collection for your research. Additionally, transcribing interviews is an important part of data analysis, as this is how codes and themes develop. For this assignment, you will interview one participant and transcribe the interview.
You will conduct an interview and transcribe the interview for this assignment. You must use the template which includes three interview questions for this assignment. Choose someone to interview (preferably someone in an educational setting). Then, complete the Interview Transcription Template as noted below.
Include the following guidelines for this assignment:
· Add a correctly formatted title page.
· Use the Interview Transcription Template for this assignment.
· Complete the General Information Questions section with the participant’s name, the date and time of the interview, the site of the study, and the method (face-to-face interview, Teams, WebEx, Skype, phone, etc.).
· Complete the Participant Demographics section, including the participant’s current age, gender, race/ethnicity, and occupation.
· Complete the Interview Questions section by writing the responses to the three open-ended interview questions provided on the template.
· You must actually conduct this interview with the participant named on the template.
· You may record the interview using a smart phone or other recording device. Then, you will transcribe the participants responses to the three interview questions into the Interview Questions section of the template.
· Each interview question should produce more than 100-word answers. If an answer is given that is less than 100 words, you should ask a follow up question to obtain a more detailed answer.
Interviewer: What role will data play in solving the problem?
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
School of Education, Liberty University
In partial fulfillment of EDUC 816
Focus Group Questions
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Focus Group Question
1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?
The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, or teaching experience. Some of the factors that have teachers have mentioned as influencing effective teaching are teaching strategy, management and organization, content, and personal characteristics (Arrighi & Young, 1987). Thus, when the schools are managed appropriately, the perception of teaching effectiveness in the respective schools' increases. On the other hand, when schools are poorly managed, effective teaching is less likely to be achieved (Arrighi & Young, 1987). Also, teachers base their interpretation of effective teaching on the content taught in schools.
Effective teaching is only possible through effective teachers. Such teachers have a deep understanding of the learning curriculum and are dedicated to fulfilling it. Good et al., (2009) define effective teaching as the ability to improve student achievement. It can be measured by determining teacher beliefs, knowledge, and behaviors. The question will be crucial in understanding the reasons for the gaps in college readiness between students from low-income and underserved communities and those from wealthy families. According to the preliminary research, effective teaching is only achieved when teachers know their students and the subject they teach (Good et al., 2009). Therefore, where college readiness is low, teachers could have less understanding of their students, thus adopting the wrong strategies while teaching them. However, if the teachers fully understand their students' backgrounds, they will adopt differentiated learning strategies to suit each learner.
Community and parent perceptions and experiences on effective learning can reduce college readiness gaps between students from underserved communities and those from rich families. The views from the group on effective teaching will be measured against what the teachers at James Monroe perceive as effective teaching. The difference in opinions could lead to identifying the problem that leads to low college readiness for some students. In the end, the right strategies may be started at James Monroe to match what the community perceives as effective teaching strategies. Consequently, college readiness gaps between learners from the diverse population may reduce with time.
2. You have had your time in school from elementary, middle, and high school. Each person has had different experiences with teachers and other students. Take time and reflect. Who are the teachers that come to your mind as great individuals, and what makes them such? What about students you remember most?
The question will be directed to a student focus group who have studied at James Monroe High school. Teachers and students influence academic attainment. The question seeks to identify learners' views about their teachers and peers at different levels.
Response to this question will help the researcher identify the contribution of teachers at James Monroe high school to students' success and how that impacts the college readiness gaps. For instance, a student will be required to remember a great teacher at any learning level (elementary, middle, high school). After mentioning the teacher, the participants will further explain why s/he feel the teacher was great. The mentioned qualities of the respective teacher will be used in understanding what is needed to reduce college gaps between students from low-income and underserved communities and those from wealthy families. Also, it will help identify what students in schools consider as effective teacher qualities that contribute to their success.
After the teachers, the participant will be asked about the great student they remember at any learning level while at school. Afterward, they will also mention the qualities of their friends that make them memorable. These qualities will be crucial in understanding how students create a supportive environment for each other to succeed. Consequently, the researcher will recommend teachers to encourage students to uphold the identified positive qualities so that they play their role in reducing college readiness gaps between students from underserved communities and those from wealthy families.
3. What do you know about assessments and test scores and their influence on college readiness?
The researcher will direct the question to the student participant focus groups. Teachers and government can use assessments in schools to make education reforms (Tillema et al., 2011). Also, they are used to determine the students' ability in various subjects and streamline instructions to address their weaknesses. However, learners may have little knowledge about the use of assessments in their schools. In such cases, many of them may fail to take them seriously, leading to poor performance. Thus, the researcher will understand whether the reduced gaps result from a lack of knowledge on the relevance of assessments or whether the school assessments do not influence college readiness. The researcher will make an informed recommendation on how the school can use assessments to reduce college readiness gaps using the responses.
Arrighi, M. A., & Young, J. C. (1987). Teacher perceptions about effective and successful teaching. Journal of Teaching in Physical Education, 6(2), 122–135. https://doi.org/10.1123/jtpe.6.2.122
Good, T. L., Wiley, C. R., & Florez, I. R. (2009). Effective teaching: An emerging synthesis. International Handbook of Research on Teachers and Teaching, 803–816. https://doi.org/10.1007/978-0-387-73317-3_51
Tillema, H. H., Smith, K., & Leshem, S. (2011). Dual roles – conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education, 34(2), 139–159. https://doi.org/10.1080/02619768.2010.543672
Criteria Ratings Points
Quality of Information
31 to >29.0 pts
Interview transcription template is used. General Information Questions and Demographic Questions were completely filled in. The three interview questions from Module 4 are included and answered.
29 to >25.0 pts
Interview transcription template is used. General Information Questions and Demographic Questions were mostly filled in. Two interview questions from Module 4 are included and mostly answered.
25 to >0.0 pts
Interview transcription template is not used. General Information Questions and Demographic Questions were not completely filled in. The three interview questions from Module 4 are missing and not answered.
Content 40 to >36.0 pts
Three open-ended interview question that are related to the topic are included and are thoroughly answered. Each transcription provided is more than 100 words.
36 to >33.0 pts
Two open-ended interview questions that are related to the topic are included and are mostly answered. Two transcriptions are more than 100 words.
33 to >0.0 pts
Less than two open-ended interview question that are related to the topic are included and are not specifically answered. Less than two transcriptions are more than 100 words.
Mechanics & Format
29 to >26.0 pts
Minimal or no grammatical, spelling, and/or punctuation errors are present, and the document is written in current APA format. Contains a title page. Template is accurately completed.
26 to >24.0 pts
A few grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Title page contains an error(s). Template was somewhat followed.
24 to >0.0 pts
Many grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Missing title page. Template not used.
Total Points: 100
Interview Transcription Grading Rubric | EDUC816_D12_202220
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