Subjectivity Sample Clauses

Subjectivity. Research design, methodology, data collection and analysis all contain an element of unavoidable subjectivity (XxXxxx and Xxxxxxxxx, 2010; Xxxxx et al, 2011; Frankfort-Nachmias et al, 2014) as the researcher makes their own choices, evaluations and interpretations based on their values and perspective. The focus has therefore been on minimising subjectivity through triangulation, reflexivity, respondent validation, processing rather than valuing during coding, challenging researcher assumptions, conferring with colleagues and deviant case analysis. For further research, I would recommend vigilance, to reduce subjectivity. Due to these limitations and the research methodology (small scale action research), the results of this study are not generalisable for a significant population. However, because qualitative research is largely contextual, transferability is more the focus than generalisability (XxXxxx and Xxxxxxxxx, 2010; Samsi, 2012), as is learning and improving practice (XxXxxx and Xxxxxxxxx, 2010). The results of this study, discussed in the final chapter, demonstrate that the findings can be applied to individual practice, different curriculum subjects and similar teaching and learning situations as the context of this research, thus establishing transferability.
Sample 1
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Subjectivity. (1) Warranty to follow the local fire protection and legal regulations
Sample 1
Subjectivity. 8. The ‘truth’ of theory. 9. The presence of theory-charged examples. 10. The range of application of theory. ad. 1. Underpinning (intended) actions, patterns in student behavior. ad. 2. The nature of the theory that is brought into play (practical wisdom, the ‘common sense caliber,’ perceptual, conceptual, prescriptive, formal). ad. 3. Reality as a source for the development of theory (in the sense of didactical phenomenology). ad. 4a.The context for the development of theory (construction of knowledge). ad. 4b.Personal theoretical network. ad. 5. Beautiful reasoning and constructs. ad. 6. Levels of thought and action (concrete-abstract, material-mental, use of models). ad. 7. Subjective concepts and theories. Personal preferences and beliefs. ad. 8. Cogency and consensus, e.g., in the discourse. ad. 9. Narratives as a means to acquire practical knowledge. ad. 10. (General) validity of theory, generalizing the knowledge and actions of students and teacher.
Sample 1

Related to Subjectivity

  • PERFORMANCE OUTCOMES 8 A. CONTRACTOR shall achieve performance objectives, tracking and reporting Performance 9 Outcome Objective statistics in monthly programmatic reports, as appropriate. ADMINISTRATOR 10 recognizes that alterations may be necessary to the following services to meet the objectives, and,

  • Goal The goals of the Department’s grants are to:

  • Goals Goals define availability, performance and other objectives of Service provisioning and delivery. Goals do not include remedies and failure to meet any Service Goal does not entitle Customer to a Service credit.

  • Performance Expectation Provided the conditions are met under 2.1.1 and 2.1.2 proceeding, ALLTEL’s performance expectation is to provide 100% due dates met within reporting month. If service levels fall below 95% of the performance expectation within a reporting month, root cause analysis and joint problem resolution will be implemented within thirty (30) days.

  • Objectives The objectives of this Agreement are to:

  • Metrics The DISTRICT and PARTNER will partake in monthly coordination meetings at mutually agreed upon times and dates to discuss the progress of the program Scope of Work. DISTRICT and PARTNER will also mutually establish criteria and process for ongoing program assessment/evaluation such as, but not limited to the DISTRICT’s assessment metrics and other state metrics [(Measures of Academic Progress – English, SBAC – 11th grade, Redesignation Rates, mutually developed rubric score/s, student attendance, and Social Emotional Learning (SEL) data)]. The DISTRICT and PARTNER will also engage in annual review of program content to ensure standards alignment that comply with DISTRICT approved coursework. The PARTNER will provide their impact data based upon these metrics.

  • IRO Independence and Objectivity The IRO must perform the Claims Review in a professionally independent and objective fashion, as defined in the most recent Government Auditing Standards issued by the United States Government Accountability Office.

  • Program Objectives In performing its responsibilities with respect to the management and administration of the Program, each party shall be guided by the following Program objectives:

  • Objective The objective of this Agreement is to create a free and open investment regime in ASEAN in order to achieve the end goal of economic integration under the AEC in accordance with the AEC Blueprint, through the following:

  • Performance Expectations The Charter School’s performance in relation to the indicators, measures, metrics and targets set forth in the CPF shall provide the basis upon which the SCSC will decide whether to renew the Charter School’s Charter Contract at the end of the charter term. This section shall not preclude the SCSC from considering other relevant factors in making renewal decisions.

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