Participants
Interviews were conducted with a lead staff member at 21 OST programs (9 school-based after-school programs and 12 community-based organizations) serving 10-to-18 year-olds. The staff member chosen was the person most directly responsible for overseeing day-to-day programming at each site. Practitioners self-described their job title as follows: director or site coordinator (11/21 (52%)), lead teacher (6/21 (29%)), primary caregiver (2/21 (9.5%), or supervisor (2/21 (9.5%)). Hereafter, these individuals are collectively referred to as “program directors” or “practitioners.”
Program directors were identified and invited to participate using a snowball sampling procedure. Initial contacts and interviews were made with program directors …show more content…
Interviews were audio recorded and transcribed. Participants were paid $25 for completing the interview that required about one hour of time.
To test and extend existing theory regarding the use of research in OST programs, the study utilized the Scanlan Collaborative Interview Method (SCIM) (Scanlan, Russell, Wilson, & Scanlan, 2003). From a grounded theory perspective, the SCIM offers the interviewee, in partnership with the researcher, the ability to derive a personal model of their program components and the rationale(s) for choosing each component. Using this method offers the opportunity to capture the practitioner’s own words as he or she describes the program while also elaborating upon the sources of information that inform decision …show more content…
Using NVivo 11 software for qualitative data analysis (NVivo, 2010), themes concerning the program directors’ rationales for inclusion of program components were identified. Through examination of the transcribed interviews, the lead investigator compiled an initial list of rationales. Next, the research team examined the transcribed interviews and the initial list of rationales was modified through discussion until agreement was reached on a comprehensive list of categories. Themes pertaining to the use of research were then sub-categorized to identify the particular sources of information used by repeating the aforementioned procedure. Three independent raters were involved in establishing coding reliability. Raw percent agreement was moderately high for the coding of goals (89.5%), activities (88%), and rationales (91%). Inter-rater reliability for coded themes was acceptable (Κ =
Interviews were conducted with a lead staff member at 21 OST programs (9 school-based after-school programs and 12 community-based organizations) serving 10-to-18 year-olds. The staff member chosen was the person most directly responsible for overseeing day-to-day programming at each site. Practitioners self-described their job title as follows: director or site coordinator (11/21 (52%)), lead teacher (6/21 (29%)), primary caregiver (2/21 (9.5%), or supervisor (2/21 (9.5%)). Hereafter, these individuals are collectively referred to as “program directors” or “practitioners.”
Program directors were identified and invited to participate using a snowball sampling procedure. Initial contacts and interviews were made with program directors …show more content…
Interviews were audio recorded and transcribed. Participants were paid $25 for completing the interview that required about one hour of time.
To test and extend existing theory regarding the use of research in OST programs, the study utilized the Scanlan Collaborative Interview Method (SCIM) (Scanlan, Russell, Wilson, & Scanlan, 2003). From a grounded theory perspective, the SCIM offers the interviewee, in partnership with the researcher, the ability to derive a personal model of their program components and the rationale(s) for choosing each component. Using this method offers the opportunity to capture the practitioner’s own words as he or she describes the program while also elaborating upon the sources of information that inform decision …show more content…
Using NVivo 11 software for qualitative data analysis (NVivo, 2010), themes concerning the program directors’ rationales for inclusion of program components were identified. Through examination of the transcribed interviews, the lead investigator compiled an initial list of rationales. Next, the research team examined the transcribed interviews and the initial list of rationales was modified through discussion until agreement was reached on a comprehensive list of categories. Themes pertaining to the use of research were then sub-categorized to identify the particular sources of information used by repeating the aforementioned procedure. Three independent raters were involved in establishing coding reliability. Raw percent agreement was moderately high for the coding of goals (89.5%), activities (88%), and rationales (91%). Inter-rater reliability for coded themes was acceptable (Κ =