Common use of Research Design Clause in Contracts

Research Design. Since I tried to explore both teachers’ perceptions of teacher autonomy and to find any existing statistical correlations between teacher autonomy and job satisfaction and motivation, I decided to choose mixed methods approach in my study. I analyzed the qualitative and quantitative data separately, and compared the results to each other. This approach is known as convergent parallel mixed methods design (Xxxxxxxx, 2013). According to Xxxxxxxx and Xxxxxxxxxxx (2011, such an approach is considered to be a strong one because (a) words and narratives contribute meaning to numerical data, and numbers add precision to words and narratives; (b) a wider range of research questions can be covered; (c) a more reliable conclusion can be drawn; (d) cross validation of data can provide higher validity; (e) more understanding can be obtained rather than when single method is used; (f) the results have a better capability of being generalized (as cited in Xxxxxx, 2013, p.115). The qualitative data was gathered using interviews, the most common data collection method in qualitative research design (Jamshed, 2014). Due to the nature of my study, I used semi-structured interviews with pre-set open-ended questions. Even though it might lead to some discomfort between the interviewer and the respondent, during such interviews audio-recording is usually preferred since handwritten notes are considered “unreliable” and the recording allows the interviewer to focus more on the conversation rather than taking notes (Xxxxxxx, 2014). However, I had no issues with getting permission to record the interviews, and signed consent forms were obtained from each participant. The basis for the questions was taken from a study on ‘scope for decision-making’ by Xxxxxx Xxxxxxx (1970), who did a study on how teachers in different districts perceived their freedom to make decisions. As for the quantitative part, the data obtained helped me explore whether there are any substantial links between teacher autonomy and job satisfaction and motivation. To collect the data I used a cross-sectional survey. Surveys allow researchers to “generalize from a sample to a population so that inferences can be made about some characteristic, attitude, or behavior of this population” (Xxxxxxxx, 2013). In my case, I attempted to make inferences about teacher autonomy and its link to job satisfaction and motivation. There are many ways to administer a survey: via telephone, on paper, personal interviews or mass administration (Xxxxxx, 2009 as cited in Xxxxxxxx, 2013). I chose to conduct the survey via online survey platform as it is more efficient and effective in terms of time, cost and involvement of a large population. All the data was then analyzed using SPSS software.

Research Design. This research employed a mixed-methods approach involving quantitative survey and qualitative in-depth interviews. The reason for using a mixed-methods design was to construct a more complete understanding of the phenomenon by exploring the participants' perspectives through different methods (Xxxxx et al., 2009). In the current research, I implemented an explanatory design starting from the quantitative part in the form of a survey to reach out to a large number of respondents. Since I tried aimed to explore both Teacherslab users' understanding of the teacherpreneurship, I wanted to see if there is a common perception of that phenomenon among the teachers or if their views differ a lot from each other. That goal was addressed by implementing a quantitative survey. The online survey included subscales that addressed different sides of teacherpreneurship, such as teachers’ ' readiness to engage in teacherpreneurship, stereotypes, compatibility with education values, and others. Almalki (2016) states that within the explanatory design, quantitative findings strengthen the qualitative data as the findings from the online survey were used for developing the qualitative interview questions in order to cover those aspects that were not addressed by the survey. I conducted semi-structured online interviews with the participants selected from the Teacherslab platform. The qualitative part was based on an interpretive approach because the researcher wanted to understand the participants' personal experiences and perceptions of teacher autonomy the teacherpreneurship (Xxxxxxxx et al., 2006). According to Xxxxxx and Xxxxxxx (2003, as cited in Khan, 2014), the interpretive approach also depends on the researcher's perspective. It was crucial in further data analysis because I used my professional expertise as an educational entrepreneur to find any existing statistical correlations between teacher autonomy explain the study findings clearly and job satisfaction understandably. The qualitative interviews allowed me to deeply discuss teacher-xxxxxxx' personal experiences about practicing teacherpreneurship, including their attitudes, emotions, and motivationchallenges. For example, I asked interviewees why some of them do not consider themselves teacherpreneurs despite the fact that they do demonstrate teacherpreneurial behavior. That discussion required many clarifying questions that an online survey could not address. Moreover, when I asked questions, sometimes I referred to the online survey results to explore how participants' opinions confirmed or contradicted them. The research site was the Online Teacherslab Marketplace (xxx.xxxxxxxxxxx.xx), which has approximately 2500 registered members from Kazakhstan and other CIS countries. The platform was officially launched on September 29, 2020. On the marketplace, users can buy and sell original educational resources by analogy with the well-known Xxxxxxxxxxxxxxxxxxx.xxx website located in the United States of America. Most of the users of the Teacherslab platform are schoolteachers; however, some of the users also work in kindergartens, colleges, universities, and private education companies and engage in private tutoring. There are two user roles available on the platform, first is a teacher-seller, those who have an account where they can upload their original teaching resources for sale or share them for free, the second role is a teacher-buyer for those users who want to buy paid materials or download free resources from the platform. At the moment when this research was conducted, the number of Kazakhstani users on the platform was approximately 900 people. The target population for this study is educators from the Teacherslab online marketplace user base. The approximate number of users registered on that platform is 2500 people. Since the total number of users was not that big, I decided not to choose mixed methods approach do sampling but invited all users to participate in my studythe first stage of this research which is an online survey. The recruitment letter (see Appendix C) and survey link were emailed to all users of Teacherslab through the corporate email; it was a group email that did not show individual members' identities. Since I am an active member of the Teacherslab, I have access to the group email. I analyzed put the qualitative and quantitative data separately, and compared email in blind carbon copy (BCC) so that the results to participants could not see each other's emails ID. This approach is known These people are teachers and educators directly involved as convergent parallel mixed methods design sellers and buyers in teacherpreneurial activities since 2020, when the project was first started. The response rate was 5.16% of the total number of users; the final sample included 129 people. These people shared valuable insights about the phenomena from both sellers' and buyers' points of view. For the second stage, which consisted of online interviews, I used a purposeful sampling strategy to recruit the three most popular teacher-sellers from the Teacherslab user-base to participate in-depth interviews. Then, I sent them a recruitment letter (Xxxxxxxx, 2013see Appendix D). According to Xxxxxxxx and Xxxxxxxxxxx Xxxxx Xxxxx (2011, such an approach is considered to be a strong one because (a) words and narratives contribute meaning to numerical data, and numbers add precision to words and narratives; (b) a wider range of research questions can be covered; (c) a more reliable conclusion can be drawn; (d) cross validation of data can provide higher validity; (e) more understanding can be obtained rather than when single method is used; (f) the results have a better capability of being generalized (as cited in XxxxxxXxxxxxxx et al., 20132015), p.115purposeful sampling allows inviting participants who are particularly informed or experienced about a research subject. The choice of teacher-sellers is justified by the fact that they have much more teacherpreneurial experience than teacher-buyers do. These sellers were able to share very valuable insights during the interviews. The selection criteria included the number of the approved downloads in their seller account, which was no less than fifty downloads at the moment when the data was collected. In other words, these three participants had the maximum downloads and sales in their accounts. The reason for selecting only three of them was to have in-depth discussions with them about their views and experiences of teacherpreneurship within the limited time available for this study. There were two data collection instruments used during this study: an online survey and online one-to-one interviews. The online survey was chosen as a data collection tool to invite for participation as many Teacherslab users as possible in order to get a broad picture of how teachers and educators perceive teacherpreneurship. In addition, Teacherslab users represented different countries of the CIS region, including Kazakhstan and Russia, so online instruments allowed addressing them all, not depending on their location. Moreover, an online survey did not distract research participants from their daily work routine because it could be taken whenever it was comfortable for them (Xxxxxxx et al., 2007). The qualitative Prior to starting the process of data was gathered using interviewscollection, the most pilot version of the online survey was distributed among three Teacherslab users. The feedback received from these users was used to make adjustments to online survey questions, their order, and wording. Some of the survey questions were adapted from Xxxxxxx (2018), Xxxxxxx and Archambault (2019) and divided into three main sections: the first section included common data collection method questions for all participants such as teacher background; demographics; general understanding of the teacherpreneurship; perceptions, and attitudes; advantages and disadvantages of teacherpreneurship. The second and the third sections were purposefully constructed for sellers and buyers, respectively; these sections mostly focused on the participants' personal experiences and practices of involving in qualitative research design teacherpreneurial activities. The online survey consisted of several closed-ended questions of Likert-type items and a few open-ended questions requiring descriptive answers. Some of the Likert-type items were adopted from the survey developed by Xxxxxxx (Jamshed2018) to assess survey respondents' personal perceptions and attitudes towards a studied phenomenon. For instance, 2014)it is one of the sample Likert-type items from the online survey: "Teacherpreneurship inspires me to introduce unique ideas in my classroom.". Due to Please see Appendix E for the nature full version of my study, I used the survey. The semi-structured interviews were chosen as a data collection tool for the second stage of the research. The reason to choose this type of data collection is that it allowed the researcher to directly interact with prethe participants, analyze their verbal and non-set verbal communication, guide the interview and ask probing questions. The interviews were conducted online in one-to-one format by using the Zoom software. The interview outline consisted of four main parts such as background information, general understanding of the teacherpreneurship phenomenon, teacherpreneurial experience, and controversies. The interview participants were asked about their practice of teacherpreneurship, including such questions as “What do you think are the factors that influence customers’ decision to buy/download your teaching resources?” Please see Appendix F for the full version of the interview protocol. The online survey answers were recorded in Qualtrics, and all of the calculations of descriptive statistics were done automatically on this platform. The qualitative interviews were digitally recorded through the Zoom platform, transcribed, and analyzed. The quantitative and qualitative results were translated into English from the Russian language. The study findings were reported in three parts, which addressed one of the research sub- questions. First, the data gathered from the Likert-style questions were illustrated in tables and listed from highest to lowest average rating. Second, the answers from the open-ended questions were grouped and analyzed for similarities and differences, frequency of responses, and repeated patterns and reported in percentages, text, and diagrams according to the research questions. Even though it might lead to some discomfort Third, the identified contradictions and similarities between research results were highlighted. Fourth, the interviewer and the respondent, during such interviews audio-recording is usually preferred since handwritten notes are considered “unreliable” and the recording allows the interviewer to focus more on the conversation rather than taking notes (Xxxxxxx, 2014). However, I had no issues with getting permission to record quantitative results were complemented by qualitative evidence from the interviews. In other words, the interview transcripts were read, and signed consent forms relevant segments were obtained from each participanthighlighted and coded. The basis codes were then grouped and organized into themes for the questions was taken from a study on ‘scope for decision-making’ by Xxxxxx Xxxxxxx (1970), who did a study on how teachers in different districts perceived their freedom to make decisions. As for the quantitative part, the data obtained helped me explore whether there are any substantial links between teacher autonomy and job satisfaction and motivation. To collect the data I used a cross-sectional survey. Surveys allow researchers to “generalize from a sample to a population so that inferences can be made about some characteristic, attitude, or behavior of this population” (Xxxxxxxx, 2013). In my case, I attempted to make inferences about teacher autonomy and its link to job satisfaction and motivation. There are many ways to administer a survey: via telephone, on paper, personal interviews or mass administration (Xxxxxx, 2009 as cited in Xxxxxxxx, 2013). I chose to conduct the survey via online survey platform as it is more efficient and effective in terms of time, cost and involvement of a large population. All the data was then analyzed using SPSS softwarefurther interpretation.

Research Design. Since I tried to explore both teachers’ perceptions of teacher autonomy and to find any existing statistical correlations between teacher autonomy and job satisfaction and motivation, I decided to choose mixed methods approach in my study. I analyzed the qualitative and quantitative data separately, and compared the results to each other. This approach is known as convergent parallel mixed methods design (Xxxxxxxx, 2013). According to Xxxxxxxx and Xxxxxxxxxxx (2011, such an approach is considered to be a strong one because (a) words and narratives contribute meaning to numerical data, and numbers add precision to words and narratives; (b) a wider range of research questions can be covered; (c) a more reliable conclusion can be drawn; (d) cross validation of data can provide higher validity; (e) more understanding can be obtained rather than when single method is used; (f) the results have a better capability of being generalized (as cited in Xxxxxx, 2013, p.115). The qualitative data was gathered using interviews, the most common data collection method in qualitative research design (Jamshed, 2014). Due to the nature of my study, I used conducted 20 semi-structured interviews with pre-set open-ended questionsEmory undergraduate fourth year students who had at one point taken required premedical coursework10 at Emory in order to pursue a career in medicine. Even though Through these I hoped to gain a better understanding of the lived experience of students pursuing the premedical track, especially as it might lead pertained to some discomfort between stress. In combing through the interviewer premedical literature, I found very few qualitative ethnographic studies that gave space for students to simply discuss their experiences of the premedical track. Xxxxxx Xxxxxx’x ethnographic study on medical students, Boys in White, paints an intricate picture of the effects of medical school educational culture on young medical students (1961), but I could find no in- depth ethnographic study of that magnitude that the outlined the impact of premedical culture and norms on students. 10 Premedical coursework, for this study, refers only to the respondent4 major science classes listed by the AAMC (and cited in this paper’s background section) as required: General Chemistry, during such interviews audio-recording is usually preferred since handwritten notes are considered “unreliable” Organic Chemistry, Biology, And Physics Much of the existing empirical literature surrounding the premedical track uses qualitative analysis based on surveys and the recording allows the interviewer academic records. Methods that utilize academic record data or quantitative survey responses allow for a much larger and broader sample to focus more on the conversation rather than taking notes (Xxxxxxx, 2014)be drawn for analysis. However, while surveys play an integral role in gauging a wide range of possible experiences or concerns, they may not allow for expression of the rationale behind a person’s answer, which may be important. Surveys might also misrepresent the most important or immediate concerns informing a person’s decision. As an example, the survey conducted by Xxxxxxxxx and Xxxxxx (1993) asked for agreement or disagreement with a range of statements regarding medical education and then used those to cite statistics of what factors are important to students on the premedical track. However, some of those reasons might not have been ones that people would have organically stated as influencing their decision. A person can agree to the statement that physicians accrue significant debt, but that may not necessarily have been a strong influencing factor in their immediate decision to discontinue the premedical track. The importance of those characteristics to the students may be inflated if students in their own organic narrative wouldn’t have cited that characteristic. With these considerations in mind, I had no issues with getting permission decided to record the interviewsuse qualitative methodology in hopes that it would enable me to go in-depth while maintaining an exploratory nature (Xxxxx and Xxxxxxxx 1994; Xxxxxxx, Xxxx, Xxxxxxxx, and signed consent forms Xxxxxxx 2006; Xxxxx 1994). My participants were obtained from each participant20 college seniors, ages 21-22, who had at one point pursued coursework on the premedical track. Although both race and gender may affect experiences in a significant way, I chose not to analyze either race or gender in this particular study, hoping instead to gain a more general understanding. Seventeen participants were female and three were male. In terms of racial/ethnic descent, seven participants were white, three were Asian American, three were African American, two were Hispanic, four were Southeast Asian, and one was Middle Eastern. I decided to interview all fourth-year college students because at that point in a college career, students have typically decided on some kind of course for their career development and have identified some “next steps.” Although I was not so naïve as to think this would mean they would all have their careers lined up, I hoped the similar age and life stage would put them all in a similar outlook state, which would provide more consistency in my interviews. Ten of the students still considered themselves “premed”; nine of these students were female, and one was male. The basis for other ten self-identified as having “discontinued” the questions track, in the sense that they were not planning on applying to medical school to pursue becoming a doctor; eight of these students were female, and two were male. The participants varied in their length of time on the premedical track and their conception of whether or how they would continue the premedical track. The only binding requisite, other than class year, was taken that they had completed at least one semester of a premedical course. 14 participants completed all of the required premedical course work; 8 of those 14 were still “on track” to pursue medicine. (The other two participants from the “on track” group each had one more semester of a study on ‘scope for decision-making’ by Xxxxxx Xxxxxxx (1970), who did a study on how teachers in different districts perceived their freedom class to make decisions. As for finish at the quantitative part, the data obtained helped me explore whether there are any substantial links between teacher autonomy and job satisfaction and motivation. To collect the data I used a cross-sectional survey. Surveys allow researchers to “generalize from a sample to a population so that inferences can be made about some characteristic, attitude, or behavior of this population” (Xxxxxxxx, 2013time). In my caseOf the 10 participants still planning on pursuing medical school, I attempted 3 had already been accepted to make inferences about teacher autonomy medical school. The other 7 planned on taking one or more gap years. All but one of the students taking gap years were doing so because they had spaced their courses and its link MCAT preparation in such a way that they were not finished in time to job satisfaction and motivationapply during their junior year. There are many ways The other student taking a gap year was seeking to administer a survey: via telephone, on paper, personal interviews or mass administration (Xxxxxx, 2009 as cited in Xxxxxxxx, 2013)strengthen standardized test scores. I chose to conduct my research at Emory University in Atlanta, Georgia, for several key reasons. The convenience of the survey via online survey platform as location should not be ignored; its geographic proximity to where I live, work, and attend classes is unparalleled. Additionally, however, Emory proved to have several strengths related to my topic. Emory’s highly-ranked medical school and proximity to/affiliation with several of Atlanta’s major hospitals (Emory Hospital, Xxxxxxx Cancer Institute, Xxxxx Hospital, Children’s Healthcare of Atlanta, to name a few) make it an attractive school for students hoping to pursue a career in healthcare. It is no secret that a large proportion of each annual incoming class indicates an interest in and/or intent to pursue medicine. This high density of medical interest not only gave me a large pool of participants to recruit from, but also provided a strong, well- defined premedical culture to study. Additionally, at Emory it is common for students to pursue educational tracks (and, ultimately, careers) based on interest and perceived satisfaction. Finally, I felt Emory would be a strong site to study the premedical experience because over my four years on this campus, I have heard so much from students both on and off the track about the ups and downs of the premedical track at Emory. All around me I heard students discussing not only the rigor of the classes, but also their experiences of the pressure of competition, concerns about not measuring up, and frustrations with the paucity of resources available to help them navigate their journey. I hoped that people who were willing to talk about these issues in their free time would be willing to discuss them with me in a more efficient formal context. Additionally, I hoped I would find something of interest through my research that might help shed light on the process in order to help my premed peers—or people like them in the future. I set out looking to recruit a group of students, half of whom still considered themselves “on track” to become a doctor, and effective the other half who considered themselves to have started but discontinued the premedical track. Immediately, I ran into a structural problem: Emory does not have a defined premedical track in terms which students enroll. Students may sign up to receive information from the Pre-Health Mentoring Office (PHMO)—an incomplete list of premedical students, but a list nonetheless. Unfortunately, PHMO was unable to provide me with access to the email listserv of students who signed up for their notifications. This meant I would be dealing with hidden populations, and therefore would be unable to pursue obtaining a random sample. I decided a snowball sample would be the best way to pursue recruitment. Throughout my experience at Emory, I had come to know many students who had told me they were “on the premed track,” some of whom I also knew had discontinued at one point or another. I began by reaching out to them personally via email11. I informed them that I was writing an honors thesis on the undergraduate experience of the Emory premedical track and asked that they respond via email if they were interested in participating in a 45-minute interview. I also included an attached version of my lay summary and informed consent (to look over, not to sign yet) for extra clarity. Participation was entirely voluntary, and many people did feel comfortable declining my request. Most of the people I contacted, however, were enthusiastic about wanting to discuss their experience of the premedical track. Those who responded with an interest in participating received a follow-up email setting up a date, time, cost and involvement place for their interview. 11 Appendix 2 contains the text of the solicitation email; the formal introduction sentences were foregone with potential participants with whom I was acquainted. Interviews took place, for the most part, in a large populationquiet room in an academic building on campus. All On the data rare occasion that a participant was only available on the weekends when academic buildings were closed, we met at a place of their choosing, which invariably ended up being a secluded area of one of the campus student centers. Before conducting the interviews, I made sure the participant felt secure in the level of confidentiality afforded by the space, though my interview questions did not contain any conventionally sensitive topics. I then analyzed using SPSS software.provided them with an informed consent form12 to sign, while verbally reaffirming their consent to an audio recording of the interview. Having clarified areas of sensitivity and obtained verbal and written consent, I proceeded with the interview. I opened the interview by requesting that the participant give an overarching narrative of their career development path, starting as early as they wanted to and proceeding to the present day. This free-form question left room for participants to begin by saying anything that triggered their minds as being foundational to their path. After they finished their narrative, I asked questions from my interview guide. My goal was to let the interviewee feel free to paint their own picture of their path; my interview guide, which included inquiries about major influences, pivotal moments, and social experiences across the lifetime, would provide them with tools to paint that picture. The interview continued in an in-depth, semi-structured form, usually lasting between 45 minutes to an hour. I developed the questions on the interview guide to give a comprehensive outline of career decision development, formation, and persistence (or lack thereof) across the participant’s life. During the interview, I asked open-ended questions related to four categories: the participant’s premedical decision formation prior to their experience with the premedical classes;