Research methods, evidence and public health

In theory, our research questions should drive our choice of method. In practice, we know this is not always the case. At various stages of the research process different factors may apply to restrict the choice of research method. These filters might include a series of inter-related factors such as the political context of the research, the disciplinary affiliation of the researchers, the research setting and peer-review. We suggest that as researchers conduct research and encounter the various filters they come to know the methods that are more likely to survive the filtering process. In future projects they may favour these methods. Public health problems and research questions may increasingly be framed in the terms that can be addressed by a restricted array of methods. Innovative proposals - where new methods are applied to old problems, old methods to new areas of inquiry and high-quality interdisciplinary research - may be unlikely to survive the processes of filtering. This may skew the public health knowledge base, limiting public health action. We argue that we must begin to investigate the process of research. We need to document how and why particular methods are chosen to investigate particular sets of public health problems. This will help us understand how we know what we know in public health and help us plan how we may more appropriately draw upon a range of research methods.

A construct of sequential service quality in service encounter chains

Studies of the construct of service quality have traditionally been undertaken from the perspective of the service receiver. More recently, research has focused on both the service provider's perspective and the service receiver's perspective. In addition, there have also been some triadic network approaches to the study of service quality. However, there has been very little research into sequential service quality in service-encounter chains (that is, consecutive service performances in a series of service encounters). The incorporation of connected service encounters in services management can improve understanding of sequential service quality in service-encounter chains. This paper provides a customized construct of sequential service quality and  highlights the importance of time, context, and performance threshold in service-encounter chains. Furthermore, the paper presents a customized six-dimensional construct of sequential service quality.

Reflective thinking : turning a critical incident into a topic for research

Clinical nurses encounter critical incidents every day.  While these may be a source of frustration they also have the potential to be turned into research projects so that problems can be examined and others can learn from them.  This paper describes the reflective process used to generate a research project from a critical incident encountered in the clinical area.

Maintaining dignity and managing stigma in the interview encounter : the challenge of paid-for participation

The interview is both popular and problematic in social research. In this article, we describe and make problematic interviews from a study conducted with impoverished elders in Melbourne, Australia. Participants were paid $20 for each of two interviews. The result of the paid-for participation was double-edged in that it provided funds for impoverished participants, but the payment modified the exchange of free and open discussion. We describe key exchanges within the research interviews to exemplify how participants managed their experience and presentation of stigma and dignity. We demonstrate, with examples from the transcripts, strategies used by participants to gain agency over the process, while at the same time maintain enough of a semblance of conversational genre to make paid-for participation legitimate. We see this as an interesting methodological event that should inform analysis, interpretations, and the validity of interviews, rather than a problem with the interviewee.

'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparati

This paper is an account of teacher educator perceptions of the take-up by beginning teachers of the values and practices advocated in pre-service education. Methodologically grounded in a critical ethnographic account, two teacher educator/researchers retell their understanding of the one-month experience as middle school classroom teachers in an allocated school. The paper examines the consequences of what counts as professional knowledge in the eyes of pre-service and beginning teachers and the implications of the encounter for the role of teacher educators in preservice preparation. The purpose of the research is to consider the well-researched issue of the rejection of academic training (to greater or lesser extents) that is experienced by very many preservice and beginning teachers at some stage after experience in schools. As an exemplary colleague teacher said to us as we negotiated our participation in the school: "I do lots of things that the University would not approve of". Our argument is that teacher education needs the kind of participatory inquiry represented by the undertaking and methodology of this project. The paper is the 'primary record' (Carspecken 1996) of the research and works to open the next phase, the dialogical stage of the research process.

Research methodologies in creative practice : literacy in the digital age of the twenty first century - learning from computer games

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life.

This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved.

Exploring first year teachers’ identity transformation through theatre-based research

Why are beginning teachers leaving the profession in large numbers? Are they leaving because of their dissatisfaction with teaching? Are they leaving because of the conditions of their work that shape their identity? Teacher identity work emphasises it is important beginning teachers understand their professional identity as something shifting, fluid and emerging – not fixed. These and other water metaphors – such as ‘washout’, ‘sink or swim’, and ‘thrown in the deep end’ – are often used to describe beginning teachers’ experiences. Such words and metaphors assist to portray the fluid and unpredictable nature of identity transformation. However, these survival terms also influence beginning teachers to believe that their transition to teaching will be difficult. Recently there has been an increased concern over beginning teacher attrition linked to the difficulties they encounter in their early years of teaching. Yet the conditions of beginning teachers’ work in Victorian schools in Australia – including the contractual nature of employment of first year (1yr) teachers – encourage these 1yr practitioners to view their work as semi-permanent. As a result these 1yr teachers do not see themselves as teaching for extended periods of time, as was once the case. Throughout 2011 twelve 1yr teachers shared their experiences of identity transformation in semi-structured interviews with the researcher. Their interview data was analysed through a theatre-based research method, examining how first experiences shape teachers’ future practice and identity. This presentation includes excerpts from the theatre-based research performance ‘The First Time’, and expands on the methodological approaches taken to analyse the data in a way that reflects the fluid and unpredictable nature of teachers’ identity formation and transformation. This qualitative study allows categories of description to emerge from the data rather than pre-determining categories of investigation. As such the processes of scripting, rehearsing, and performing, were utilised to analyse and re-present the data. In an aim to uncover questions that have been buried by answers, the research is oriented as a phenomenographic inquiry. This mode of inquiry seeks to describe, analyse, and understand the qualitatively different experiences 1yr teachers undergo in their identity formation and transformation. The results of this research reveal that beginning teachers’ identity transformation through their first experiences have both individual features specific to each teacher’s roles and aspirations, and extra-individual factors such as interactions, affiliations, and status, which shape their identity. Categories of description that have emerged from the analysis include survival, liminal, and hegemonic discourses, artifacts as symbols of belonging, and the impact of the contractual nature of teaching. Implications of this research focus on the importance for beginning teachers to develop an understanding of the transformative nature of identity in relation to the practice of teaching, to counter the negative preconceptions beginning teachers are told to expect as rites of passage upon entering the profession. The research outcomes have implications for teacher educators and in-service teachers negotiating the waters of an ever-changing profession.

How do obese individuals perceive and respond to the different types of obesity stigma that they encounter in their daily lives? A qualitative study

Obesity stigma exists within many institutions and cultural settings. Most studies suggest that stigmatising experiences have a negative impact on individuals' health and social behaviours and outcomes. However, some studies indicate that obesity stigma can motivate individuals to lose weight. Limited research has examined weight-based stigma from the perspective of obese individuals, including their perceptions of, and responses to, the different types of weight-based stigma they face in their daily lives. This study advances knowledge about weight-based stigma by documenting how obese adults (mostly female) described the different types of obesity stigma that they faced, how they responded to this stigma, and how different types of stigma impact on health and social wellbeing. Semi-structured, qualitative interviews were conducted between April 2008 and March 2009 with a diverse sample of 141 obese Australian adults. Guided by Link and Phelan's (2006) categorisation of different types of discrimination, participants' experiences could be grouped into three distinct types of stigma: 1) Direct (e.g. being abused when using public transport); 2) Environmental (e.g. not being able to fit into seats on planes); and 3) Indirect (e.g. people staring at the contents of their supermarket trolley). Participants described that more subtle forms of stigma had the most impact on their health and social wellbeing. However, it was the interaction between direct, environmental and indirect stigma that created a barrier to participation in health-promoting activities. Participants rarely challenged stigma and often blamed themselves for stigmatising experiences. They also avoided situations where they perceived they would be stigmatised and constantly thought about how they could find a solution to their obesity.

Utilisation of maternal health services in Ethiopia: a key informant research project

This article explores the application of key informant research to examine barriers and facilitators to maternal health services in rural and pastoralist Ethiopia. The key informants were health extension workers (HEWs) who assist women with birth preparedness and facilitate timely referral to health centres for birth. While women encounter many barriers to giving birth in health facilities, where HEWs are supported by their communities and health centre staff, they can effectively encourage women to travel to health centres to give birth with skilled birth attendants rather than at home with unskilled relatives or traditional birth attendants.

Towards reflexive ethnicity: museums as sites of intercultural encounter

In a highly globalised world with increasing ethno-nationalistic tensions and conflicts, the importance of intercultural education has never been greater. The challenge remains, however, as to whether educating for mutual respect and social cohesion can be achieved through traditional modes of schooling or whether additional approaches that are not necessarily school-centric are required. Drawing on in-depth qualitative data including video diaries, narrative interviews and focus groups with Australian secondary school students and semi-structured interviews with teachers, this paper discusses such an endeavour in which a museum exhibition on identity and belonging is employed as an interactive space for meaningful encounter among students and as a form of professional learning that enlivened teaching practice. Using the concept of reflexive ethnicity, this paper examines whether cognitive and affective encounters outside the ‘school gate’ create opportunities for critical learning about ethnicity that can complement and enhance school curricula and classroom learning. More importantly, the paper explores how the possibility of building on such activities to create and sustain teaching practice can challenge entrenched static notions of ethnicity.The paper concludes that reflexive encounters with ‘difference’ within an interactive museum space can unsettle prejudice and provide a deeper and more meaningful understanding of ethnic identity that goes beyond rote classroom learning.