How to Develop Well-Being Survey Questions for Young Children: Lessons Learned from Cross-Cultural Cognitive Interviews

Author(s):  
Renata Franc ◽  
Ines Sučić ◽  
Toni Babarović ◽  
Andreja Brajša-Žganec ◽  
Ljiljana Kaliterna-Lipovčan ◽  
...  
Author(s):  
Marina A. Adler ◽  
Karl Lenz

This concluding chapter provides summary and analytic comparison of the statutory leave policies, child care coverage, and indicators of the gender and fatherhood regimes of the six countries featured in this book. It synthesizes the lessons learned, describes the patterns found, proposes an elaborated conceptual model of father involvement with young children, and provides some recommendations for policy and practice. Based on the evidence presented, the editors examine to what extent the integration of the concepts of ‘capability to care’ and ‘agency gap’ into the fatherhood regime model are useful in understanding the intersections of gender regime, family policy, and related cultures of care, workplace culture, and fathers’ individual agency and practice. What are the commonalities and differences in how cultural norms regarding masculinity and maternalism, degrees of gender egalitarianism, and related policy constellations translate into specific fathering practices? What can be learned from the different attempts to increase father involvement with young children via policies in order to promote gender egalitarianism and family well–being that includes empowered fathers?


Field Methods ◽  
2011 ◽  
Vol 23 (4) ◽  
pp. 379-396 ◽  
Author(s):  
Kristen Miller ◽  
Rory Fitzgerald ◽  
José-Luis Padilla ◽  
Stephanie Willson ◽  
Sally Widdop ◽  
...  

This article summarizes the work of the Comparative Cognitive Testing Workgroup, an international coalition of survey methodologists interested in developing an evidence-based methodology for examining the comparability of survey questions within cross-cultural or multinational contexts. To meet this objective, it was necessary to ensure that the cognitive interviewing (CI) method itself did not introduce method bias. Therefore, the workgroup first identified specific characteristics inherent in CI methodology that could undermine the comparability of CI evidence. The group then developed and implemented a protocol addressing those issues. In total, 135 cognitive interviews were conducted by participating countries. Through the process, the group identified various interpretive patterns resulting from sociocultural and language-related differences among countries as well as other patterns of error that would impede comparability of survey data.


1996 ◽  
Vol 23 (1_suppl) ◽  
pp. 28-40 ◽  
Author(s):  
Rena J. Pasick ◽  
Fabio Sabogal ◽  
Joyce Adair Bird ◽  
Carol N. D'onofrio ◽  
Christopher N. H. Jenkins ◽  
...  

Pathways to Early Cancer Detection in Four Ethnic Groups is a program project funded by the National Cancer Institute aimed at increasing the use of breast and cervical cancer screening among underserved African American, Chinese, Hispanic, and Vietnamese women. The program project core is dedicated to cross-cultural studies including development of survey questions that are comparable in four languages. This article describes the Pathways surveys, summarizes the challenges encountered in question translation, and presents an adapted approach to translation. Concurrent, multilingual, decentered translation was the process through which an English version of each question was selected only when it could be directly and meaningfully translated into Mandarin, Cantonese, Spanish, and Vietnamese. Examples of challenges and how these were addressed in the Pathways surveys are presented, along with lessons learned throughout this process.


2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.


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