Maxqda reviews2/19/2023 ![]() ![]() In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. To the authors knowledge, this study is the first to investigate neurodiversity using Twitter data to segment stigmatized consumers into prospective customers from the bottom-up. Analyzing Twitter data enables a bottom-up typology of stigmatized groups toward improving market salience. The authors identify five neurodiversity segments according to identifiable concerns and contextual dynamics that affect mental wellbeing. The extent to which neurodiversity provides a positive or negative alternative to stigmatizing labels for mental disorders is shaped by differentiated experiences of neurodiversity. This exploratory study uses content analysis of information shared by Twitter users over a three-month period.Ĭultural currents affect how the label of “neurodiversity” is perceived by individuals, marketplace actors and society. The purpose of this study is to develop a bottom-up segmentation of people affected by neurodiversity using Twitter data. Additionally, practitioners can prepare for possible challenges when using LCPDs. This paper proposes future research directions for academia, such as governance, culture change, and value evaluation of LCDPs. The results show that the scientific and practical communities recognize common challenges (especially knowledge transfer) but also perceive differences related to technological (science) and social (practice) aspects. Therefore, we conduct an exploratory study (data from scientific literature, expert interviews, and practical studies) and assign the challenges to the socio-technical system model. This publication scientifically identifies, analyzes, and discusses challenges during implementation and application of LCDPs from both perspectives in a holistic manner. ![]() However, science and practice warn of several barriers that slow down or hinder the usage of LCDPs. Consequently, these digital platforms help to overcome the growing need for software development. Low-Code Development Platforms (LCDPs) enable non-information technology (IT) personnel to develop applications and workflows independently of the IT department. We conclude with a review of the pros and cons of alternative ways of comparing single-person and focus group interviews using MAXQDA. The final section describes how we used the Summary Grid and the Summary Tables to organize our findings and draw our conclusions. In the third section, we explain how we compared and contrasted all summarized data in terms of categories by using the MAXQDA visual tools: Document Portrait, Code Matrix Browser, and Code Relations Browser. The second section describes the preparation of the data and the development of the coding system by using both concept-driven and data-driven categories. The first section contains the background, objectives, and guiding methodology of the project. We present this case illustration in four sections. The purpose of this chapter is to provide a detailed description of how the visual tools of MAXQDA were used to compare how elementary Portuguese teachers and students conceive mathematics assessment. The data were gathered through both single-person (with teachers) and focus group (with students) interviews. We used a multiple-case study design, with five third grade teachers and their students. This chapter illustrates a qualitative project aimed at understanding the similarities and disparities that occur when students’ and teachers’ conceptions of assessment are compared. ![]()
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