Academic literature on the topic 'Explanatory interview'
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Journal articles on the topic "Explanatory interview":
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Weiss, Mitchell G., D. R. Doongaji, S. Siddhartha, David Wypij, S. Pathare, M. Bhatawdekar, A. Bhave, A. Sheth, and R. Fernandes. "The Explanatory Model Interview Catalogue (EMIC)." British Journal of Psychiatry 160, no. 6 (June 1992): 819–30. http://dx.doi.org/10.1192/bjp.160.6.819.
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The Explanatory Model Interview Catalogue (EMIC) has been developed to elicit illness-related perceptions, beliefs, and practices in a cultural study of leprosy and mental health in Bombay. Leprosy is an especially appropriate disorder for studying the inter-relationship of culture, mental health and medical illness because of deeply rooted cultural meanings, the emotional burden, and underuse of effective therapy. Fifty per cent of 56 recently diagnosed leprosy out-patients, 37% of 19 controls with another stigmatised dermatological condition (vitiligo), but only 8% of 12 controls with a comparable non-stigmatised condition (tinea versicolor) met DSM–III–R criteria for an axis I depressive, anxiety or somatoform disorder. Belief in a humoral (traditional) cause of illness predicted better attendance at clinic.
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Stanley, Jason, and John B. Min. "Interview." Democratic Theory 5, no. 1 (June 1, 2018): 81–91. http://dx.doi.org/10.3167/dt.2018.050106.
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Stanley and Min discuss how propaganda works in liberal democratic societies. Stanley observes that the inability to address the crisis of liberal democracies can be partially explained by contemporary political philosophy’s penchant for idealized theorizing about norms of justice over transitions from injustice to justice. Whereas ancient and modern political philosophers took seriously propaganda and demagoguery of the elites and populists, contemporary political philosophers have tended to theorize about the idealized structures of justice. This leads to a lack of theoretical constructs and explanatory tools by which we can theorize about real-life political problems, such as mass incarceration. Starting with this premise, Stanley provides an explanation of how propaganda works and the mechanisms that enable propaganda. Stanley further theorizes the pernicious effects that elitism, populism, authoritarianism, and “post-truth” have on democratic politics.
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Stonbraker, Samantha, Gabriella Sanabria, Silvia Cunto-Amesty, Carmela Alcántara, Ana F. Abraído-Lanza, Tawandra Rowell-Cunsolo, Mina Halpern, Suzanne Bakken, Rebecca Schnall, and Maureen George. "“If They Give Their Mind to HIV, They Don’t Last as Long”: An Explanatory Model of HIV Infection in a Limited-Resource Setting Informs Person-Centered Care." Global Qualitative Nursing Research 9 (January 2022): 233339362210971. http://dx.doi.org/10.1177/23333936221097112.
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Explanatory models describe individuals’ perceptions of their illness experiences, which can guide culturally relevant care. We constructed an explanatory model of the experience of living with human immunodeficiency virus (HIV) in the Dominican Republic. Following qualitative descriptive methodology, we conducted interviews in Spanish using a semi-structured interview guide developed using Kleinman’s explanatory model framework. Two bilingual researchers coded interview transcripts following conventional content analysis. We used deductive codes from Kleinman’s framework and inductive codes external to the framework to construct the codebook. We arranged codes by shared meaning into categories and constructed themes that reflected shared findings from inductive categories and deductive codes. Twenty-six persons living with HIV participated. They provided rich descriptions of their experiences represented by four cross-cutting themes, which informed the explanatory model. By incorporating this in-depth understanding of patients’ illness experiences into care delivery, nurses can cultivate culturally meaningful and trusting patient-centered partnerships that improve health.
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LLOYD, K. R., K. S. JACOB, V. PATEL, L. St. LOUIS, D. BHUGRA, and A. H. MANN. "The development of the Short Explanatory Model Interview (SEMI) and its use among primary-care attenders with common mental disorders." Psychological Medicine 28, no. 5 (September 1998): 1231–37. http://dx.doi.org/10.1017/s0033291798007065.
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Background. Recent anthropological studies have documented the importance of understanding the relation of culture to the experience of mental illness. The use of interviews that elicit explanatory models has facilitated such research, but currently available interviews are lengthy and impractical for epidemiological studies. This paper is a preliminary report on the development of a brief instrument to elicit explanatory models for use in field work.Method. The development of the SEMI, a short interview to elicit explanatory models is described. The interview explores the subject's cultural background, nature of presenting problem, help-seeking behaviour, interaction with physician/healer and beliefs related to mental illness.Results. The SEMI was employed to study the explanatory models of subjects with common mental disorders among Whites, African-Caribbean and Asians living in London and was also used in Harare, Zimbabwe. Data from its use in four different ethnic groups is presented with the aim of demonstrating its capacity to show up differences in these varied settings.Conclusions. The simplicity and brevity of the SEMI allow for its use in field studies in different cultures, data can be used to provide variables for use in quantitative analysis and provide qualitative descriptions.
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Subudhi, Chittaranjan. "The use of explanatory model interview catalog in mental illness research." Journal of Integrated Health Sciences 7, no. 2 (2019): 75. http://dx.doi.org/10.4103/jihs.jihs_14_19.
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Weiss, Mitchell. "Explanatory Model Interview Catalogue (EMIC): Framework for Comparative Study of Illness." Transcultural Psychiatry 34, no. 2 (June 1997): 235–63. http://dx.doi.org/10.1177/136346159703400204.
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Weiss, Mitchell. "The Explanatory Model Interview Catalogue (EMIC) for Cultural Study of Illness Experience." European Psychiatry 12, S2 (1997): 136s. http://dx.doi.org/10.1016/s0924-9338(97)80361-6.
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Draucker, Claire Burke, Susan M. Rawl, Emilee Vode, and Lisa Carter-Harris. "Integration Through Connecting in Explanatory Sequential Mixed Method Studies." Western Journal of Nursing Research 42, no. 12 (May 9, 2020): 1137–47. http://dx.doi.org/10.1177/0193945920914647.
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The purposes of this methods article are to (a) discuss how integration can occur through a connecting approach in explanatory sequential mixed methods studies, (b) describe a connecting strategy developed for a study testing a conceptual model to predict lung cancer screening, and (c) describe three analytic products developed by subsequent integration procedures enabled by the connecting strategy. Connecting occurs when numeric data from a quantitative strand of a study are used to select a sample to be interviewed for a subsequent qualitative strand. Because researchers often do not fully exploit numeric data for this purpose, we developed a multi-step systematic sampling strategy that produced an interview sample of eight subgroups of five persons ( n = 40) whose profiles converged with or diverged from the conceptual model in specified ways. The subgroups facilitated the development of tailored interview guides, in-depth narrative summaries, and exemplar case studies to expand the quantitative findings.
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Das, S., B. Saravanan, K. P. Karunakaran, S. Manoranjitham, P. Ezhilarasu, and K. S. Jacob. "Effect of a structured educational intervention on explanatory models of relatives of patients with schizophrenia." British Journal of Psychiatry 188, no. 3 (March 2006): 286–87. http://dx.doi.org/10.1192/bjp.bp.104.007245.
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SummaryWe examined the effect of a structured educational programme on explanatory models of illness among the relatives of people with schizophrenia, in a randomised controlled trial. Participants were assessed at baseline (n=100) and after 2 weeks (n=75) using a vignette from the Short Explanatory Model Interview. There was a reduction in non-biomedical causal explanatory models at follow-up among those who had completed the structured educational programme compared with the control group. There was no significant difference in non-biomedical treatment explanatory models between the two groups.
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Cornelia, Cornelia, Ikhsanudin Ikhsanudin, Surmiyati Surmiyati, Rahayu Apriliaswati, and Yanti Sri Rezeki. "DESIGNING SUPPLEMENTARY MATERIALS FOR TEACHING-LEARNING OF WRITING EXPLANATORY TEXT BASED ON A GENRE-BASED APPROACH." Premise: Journal of English Education 12, no. 1 (February 28, 2023): 235. http://dx.doi.org/10.24127/pj.v12i1.6141.
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Writing an explanatory text following the advanced contents in the textbook may be arduous for rural students. Territory differences remarkably denote that students' needs for topics in the explanatory text are also distinct. Therefore, the exposure topics must be by the students' conditions. This study aimed to design supplementary materials as an e-book based on the genre-based approach for students' learning of writing explanatory text with closely-related topics. The students were the eleventh graders of SMAN 01 Seponti at Kayong Utara regency. This study employed research and development (R&D) with the procedure of the ADDIE concept (Analyze, Design, Develop, Implement, Evaluate). The data collection employed instruments, field notes, interview protocol, documenting notes, and questionnaires. We collected the data through observation, interview, document analysis, and questionnaire distribution. The data were analyzed using fieldnote reflection, interview transcription, textbook analysis results, and the rating scale interpretation. The need analysis results show that the textbook used by the teacher to teach writing the explanatory text was not in line with the student's condition. After the e-book was entirely developed, the internal evaluation was inquired. It resulted in the 'very good' category for its general appearance, layout and design, methodology, activities, language skills, language content, topic content, teachability and flexibility, and assessment, with percentages of 93,33%, 93,33%, 93,33%, 86,67%, 93,33%, 93,33%, 93,33%, 86,67%, 80%, respectively. The study implies that the product is feasible, and this study may add insights for future research.
Dissertations / Theses on the topic "Explanatory interview":
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Furaha, Chai Jonathan. "Language use in a medical setting : reconciling explanatory models of illness in the diagnostic interview among the Giriama of Kenya." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248644.
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Lopez, Sylviane. "Transformation de l'activité d'apprenants de l'enseignement professionnel en situation de presque accident : une approche énactive." Electronic Thesis or Diss., Université de Toulouse (2023-....), 2024. http://www.theses.fr/2024TLSEJ014.
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La présente thèse, intitulée "Transformation de l'activité d'apprenants de l'enseignement professionnel en situation de presque accident : Une approche énactive", se focalise sur l'impératif de la prévention des accidents des apprenants dans l'enseignement agricole pendant leur période de formation professionnelle en entreprise. L'objectif est l'exploration de l'activité des apprenants en situation professionnelle risquée, avec une attention particulière sur la population de jeunes travailleurs. La recherche vise à déchiffrer leurs comportements et leurs attitudes face à des situations risquées et à déceler les variables influençant leurs processus de prise de décision, offrant ainsi une meilleure compréhension des enjeux liés à la santé et à la sécurité au travail (S&ST). La méthodologie adoptée repose sur l'intersection de la psychophénoménologie de Vermersch (Vermersch, 2012; Depraz et al., 2011) et de l'entretien d'explicitation, en adéquation avec le Programme Empirique de Recherche du Cours d'Action émanant du paradigme énactif de Theureau (2004a,2015). Cette méthodologie est exploitée pour scruter les situations de travail des apprenants en situation de presque accident, à savoir des situations qui auraient pu résulter sur un accident. Cette recherche qualitative et heuristique inclut 11 études de cas : cinq entretiens menés avec des apprentis en Centre de Formation d'Apprentis, trois avec des élèves en Maison Familiale Rurale et trois avec des élèves en formation initiale dans des lycées agricoles. L'intention est d'expliquer, par le biais des entretiens d'explicitation, l'expérience éprouvée lors de situations de presque accidents, sans conjecturer sur les apprentissages, et de repérer les facteurs qui ont pu influencer la protection des apprenants. Dans cette optique, le but principal est de capter l'expérience subjective des apprenants pour comprendre comment leur activité se transforme durant ce moment spécifique, qualifié de "moment de renversement" (t=r). L'analyse des "Cours d'expérience" contribue à la compréhension des éléments ayant mené au presque accident, en mettant en exergue les transformations de l'activité. Les résultats de cette recherche révèlent l'intentionnalité ambivalente des apprenants, qui se traduit par leur volonté de répondre à la fois à des attentes sociales et personnelles tout en prenant des risques pour prouver leur compétence. Plusieurs préoccupations influencent la transformation de l'activité lors de leurs prises de décision, notamment un éventail d'émotions variées, de la confiance à l'incompréhension, en passant par la fierté, la colère envers soi-même, la déception et la peur. D'autres éléments méritent d'être soulignés : un fort engament dans les tâches, la détermination de réussir, l'évitement des retards, le respect des délais, une grande attention aux détails et aux repères, telles l'heure du déjeuner, ainsi qu'une anticipation des tâches à effectuer : une réaction rapide et efficace face à des situations risquées, une autocritique marquée et un sentiment de culpabilité en cas d'échec. Ces conclusions insinuent des implications potentielles pour la prévention des accidents et une amélioration de l'approche de la S&ST chez les apprenants. Enfin, cette thèse permet de mettre en lumière l'importance de prendre en compte les niveaux de significations et les dimensions contextuelles relatives aux apprenants durant leur stage par les acteurs engagés dans leur formationThe thesis entitled « Transformation of vocational learners’ activities in near-accident situations An enactive approach » focuses on the imperative of preventing accidents among learners in agricultural education during their professional training period in companies. The goal is to explore learner activity in risky professional situations, with particular attention to the population of young workers. It aims to decipher their behaviors and attitudes in potentially dangerous situations and identify variables influencing their decision-making processes, thereby enhancing understanding of issues related to occupational health and safety (OHS). Themethodology adopted relies on the intersection of Vermersch’s psychophenomenology Vermersch, 2012; Depraz et al., 2011) and the explicitation interview, combined with the Empirical Research Program of Course of Action within the enactive paradigm proposed by Theureau (2004a, 2015). This theoretical combination enables the analysis of learners’ work ituations in near-accident scenarios, which refer to situations that could have resulted in an accident. This qualitative and heuristic study comprises 11 case studies : five interviews with apprentices in Apprenticeship Training Centers, three with students in Rural Family Houses, and three with students in initial training in agricultural high schools. The aim is to describe, through xplicitation interviews, the lived experience during near-accident situations, without making prior assumptions about the learning process, and to identify factors that have facilitated or indered the learners’ protection. In this perspective, the primary objective is to capture the subjective experience of learners in order to understand how their activity transforms during this specific moment, referred to as the « moment of reversal » (t = r ). The analysis of « courses of experience » allows for understanding the factors that led to the incident, shedding light on the transformations of the activity. The results of this research reveal the intentional ambivalence of learners, manifested by their dual intention to meet social and personal expectations while taking risks to demonstrate their competence. Various fundamental concerns influence the transformation of young individuals’ activity during their decision-making processes, including contrasting emotions ranging from confidence to incomprehension, as well as feelings of pride and anger towards oneself, disappointment, and fear. Furthermore, a strong determination to fully engage in tasks, to succeed, to avoid delays and meet deadlines, a particular attention to details and landmarks, such as lunchtime, and anticipation of tasksto be accomplished, quick and effective reactions to unexpected or dangerous situations (sometimes surprising), and a pronounced self-critique and sense of guilt in case of failure. These results suggest potential implications for accident prevention and improvement in the pproach to health and safety at work among learners. The thesis emphasizes the necessity for actors involved in learner training during their work placements to consider the levels of leaning and contextual dimensions relevant to the learner
Books on the topic "Explanatory interview":
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Schuurman, Bart. Becoming a European Homegrown Jihadist. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462986930.
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How and why do people become involved in European homegrown jihadism? This book addresses this question through an in-depth study of the Dutch Hofstadgroup, infamous for containing the murderer of filmmaker Theo van Gogh, who was killed in November 2004 in Amsterdam, and for plotting numerous other terrorist attacks. The Hofstadgroup offers a window into the broader phenomenon of homegrown jihadism that arose in Europe in 2004 and is still with us today. Utilizing interviews with former Hofstadgroup participants and the extensive police files on the group, Becoming a European Homegrown Jihadist overcomes the scarcity of high-quality data that has hampered the study of terrorism for decades. The book advances a multicausal and multilevel understanding of involvement in European homegrown jihadism that is critical of the currently prevalent 'radicalization'-based explanatory frameworks. It stresses that the factors that initiate involvement are separate from those that sustain it, which in turn are again likely to differ from those that bring some individuals to actual acts of terrorism. This is a key resource for scholars of terrorism and all those interested in understanding the pathways that can lead to involvement in European homegrown jihadism.
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Pinsker, Sanford, and Ann Pinsker. Understanding The Catcher in the Rye. Greenwood, 1999. http://dx.doi.org/10.5040/9798216029847.
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This rich source of social, cultural, and historical documents and commentary will illuminate the reading ofThe Catcher in the Rye, a novel that has become an important rite of passage for many young adults. In addition to a literary analysis, this casebook acquaints students with the larger world in which Holden Caulfield moves: Hollywood films, Broadway plays, and jazz musicians. It also presents a detailed account of the censorship challenges to the novel, and provides primary documents on child development and psychology that illuminate Holden's contradictory behavior. Each chapter contains a wide variety of primary source material, from reviews of the novel at the time of its publication and excerpts from censorship arguments to materials on the culture of the 1950s, to interviews with a number of prep school students of the 1950s and selections from a 1950 prep school catalog. Primary documents are paired with explanatory introductions. Each chapter concludes with topic ideas for written and oral discussion based on the materials presented in the chapter. This casebook is ideal for student research and for interdisciplinary teaching of the novel.
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Soares, Célia, Carla Pereira, Carmen Caeiro, and Madalena Gomes da Silva. Health interventions for self-management: the role of qualitative approaches in mixed methods research. Ludomedia, 2022. http://dx.doi.org/10.36367/ntqr.11.2022.e548.
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The long-term success of health intervention programs for self-management is often compromised by the difficulties felt by participants to maintain adherence to prescribed behavioral changes. Mixed methods research can expand understanding and the insights of complex health research problems such as self-management in chronic conditions. The purpose of this paper is to share key contents of a symposium focusing on the application of mixed methods research in the context of person-centered education, held during the 6th World Conference on Qualitative Research. More specifically, it aims at: 1) exploring examples of implementing mixed methods research in health interventions for self-management of chronic conditions and other health risks; 2) promoting insights and knowledge on the ‘why and how of combinations’ in mixed methods studies; and 3) exploring the valuable role of qualitative strands in mixed methods in the wider context of health research. Three studies are explored as examples of application of mixed methods in self-management programs, considering the experiences of participants for changing self-care behaviors and challenges faced for maintaining such changes. Convergent and explanatory sequential designs have been used, combining questionnaires and semi-structured interviews for data collection. Data analysis included procedures such as thematic analysis and descriptive statistics (examples 1 and 3), and thematic analysis and descriptive/inferential statistics (example 2). Results show how mixed methods designs can contribute to develop self-management strategies, to be considered in planning future interventions, and to expand understanding about their impact as well. Likewise, these examples emphasize why mixed methods can bring added value both to process and results of health research. Thus, exploring the application of mixed methods into a wider context is of utmost importance since the complexity of health phenomena is growing and requires equally complex research designs to capture them.
Book chapters on the topic "Explanatory interview":
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Qiu, Waishan, Wenjing Li, Xun Liu, and Xiaokai Huang. "Subjectively Measured Streetscape Qualities for Shanghai with Large-Scale Application of Computer Vision and Machine Learning." In Proceedings of the 2021 DigitalFUTURES, 242–51. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5983-6_23.
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AbstractRecently, many new studies emerged to apply computer vision (CV) to street view imagery (SVI) dataset to objectively extract the view indices of various streetscape features such as trees to proxy urban scene qualities. However, human perceptions (e.g., imageability) have a subtle relationship to visual elements which cannot be fully captured using view indices. Conversely, subjective measures using survey and interview data explain more human behaviors. However, the effectiveness of integrating subjective measures with SVI dataset has been less discussed. To address this, we integrated crowdsourcing, CV, and machine learning (ML) to subjectively measure four important perceptions suggested by classical urban design theory. We first collected experts’ rating on sample SVIs regarding the four qualities which became the training labels. CV segmentation was applied to SVI samples extracting streetscape view indices as the explanatory variables. We then trained ML models and achieved high accuracy in predicting the scores. We found a strong correlation between predicted complexity score and the density of urban amenities and services Point of Interests (POI), which validates the effectiveness of subjective measures. In addition, to test the generalizability of the proposed framework as well as to inform urban renewal strategies, we compared the measured qualities in Pudong to other five renowned urban cores worldwide. Rather than predicting perceptual scores directly from generic image features using convolution neural network, our approach follows what urban design theory suggested and confirms various streetscape features affecting multi-dimensional human perceptions. Therefore, its result provides more interpretable and actionable implications for policymakers and city planners.
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Volmari, Saija, Kirsten Sivesind, and Jón Torfi Jónasson. "Regional Policy Spaces, Knowledge Networks, and the “Nordic Other”." In Evidence and Expertise in Nordic Education Policy, 349–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91959-7_12.
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AbstractThis chapter examines the use of regional policy knowledge and the importance of Nordic cooperation in the latest education reforms in Finland, Iceland, and Norway. By drawing on interviews and bibliometric network analysis, the authors demonstrate that policymakers do not consider knowledge sources from other Nordic countries as essentially prominent. The authors offer four explanatory narratives for this finding and coin the concept the “Nordic Other” as various mindsets of experts that vary in different settings of cooperation. In the international policy space, a coalition based on a Nordic consensus is of core importance, while in the regional space, policymakers utilize knowledge to explore national solutions to common problems. Therefore, Nordic cooperation has various functions in terms of evidence-based policymaking that depend on the context in which collaboration takes place.
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Cantini, Daniele. "Seeing Social Change Through the Institutional Lens: Universities in Egypt, 2011–2018." In Methodological Approaches to Societies in Transformation, 61–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65067-4_3.
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AbstractThis chapter explores the possibilities offered by the ethnographic study of institutions when addressing the question of social change, taking Egyptian universities during the revolution and its aftermath as case study. Discussing how different actors address the issue of change, the chapter cautions against adopting explanatory schemes too easily, particularly when building narratives. Instead, it suggests looking at institutional constraints to see how contradictory and overlapping notions of change are created, enforced, and contested across competing networks of power, both during an uprising and in times of political repression. Furthermore, it shows how changes in an institution can reveal hints of transformation processes in the broader society. This chapter offers an alternative reading of the revolutionary changes that transformed the country in and after 2011. Focusing on two major perspectives on the change in Egypt’s higher education sector the article discusses some of the complexities of accounting for change through an institutional lens. The first, coming from those more actively involved in the 2011 revolution, is one of struggle, emancipatory will, and depression and silence as a consequence of the 2013 backlash. The second perspective stems from state-sponsored programs promoting higher education as a globally competitive object, subject to reform and geared toward innovation and quality. As a consequence of these different perspectives the university has become the site of a major battle between forces competing for power within society, demonstrating how such metanarratives of change shape the temporalities according to which university actors consider their action. By combining participatory observation, interviews, and the study of documents stating internal university regulations and reform programs, the author shows the importance of universities as privileged sites for the implementation of change, uncovering balances of power, beyond slogans and discourses.
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Iandoli, Luca, and Giuseppe Zollo. "Eliciting Organizational Discourse." In Organizational Cognition and Learning, 136–47. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-313-5.ch010.
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Beginning with this chapter we will describe a methodological approach to identify, represent and model explanatory discourses. In the first part of this chapter we will present the overall methodological framework while in the second part we will focus on the first step of the methodology, that is, the identification and acquisition of explanatory discourses. An interview technique is presented to elicit explanations followed by a detailed example and practical advice.
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Denis, Jean-Philippe. "Becoming artists (again)! : interview with Jean-Philippe Denis." In Academic integrity : a call to research and action, 249–65. Globethics Publications, 2023. http://dx.doi.org/10.58863/20.500.12424/4273099.
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In this interview, which closes the section dedicated to the role of publishing in the urgency of integrity, we wanted to capture the analysis of a professor with a great deal of experience in the world of publishing in the broad sense. Jean-Philippe Denis is committed to the promotion of French-speaking management research and the way in which management sciences can and should inform public debate. Jean-Philippe Denis is Editor-in-Chief of the Revue française de gestion since 2013. This multidisciplinary journal, in line with the original knowledge project of management sciences (explanatory, but also prescriptive and critical), is the leading French-speaking scientific publication in the field of management. Jean-Philippe Denis has also created an audiovisual laboratory dedicated to the scientific valorization IQSOG - Fenêtres Ouvertes sur la Gestion. In this capacity, he conducts academic interviews for Xerfi Canal and more than 800 capsules have been broadcast in some seven years. The third part of his commitment consists in being co-director of collections ("Grands auteurs francophones" and "Lectures, relectures") at Éditions Management & Société (EMS).
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Hansson, Thomas. "Social Science Universals." In Multicultural Awareness and Technology in Higher Education, 47–65. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5876-9.ch003.
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In a global world, people change because of communicative exchanges and technological development. Eventually, human behavior and use of technology share some common characteristics. Universals, concepts, texts, information, and discourses influence contemporary meanings and activities. Uses of scientific language help theorists and practitioners develop knowledge, skills, and abilities. This chapter covers the analysis of two separate but related cases, formation of learning objectives and religious canvassing. The cases clarify the explanatory power of universals. One of them relates to theoretical-conceptual study of assessment in higher education. The other case relates to an empirical study of the methodological reliability and validity of interview data. Results verify to the analytical “power” of action-oriented universals.
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Buitelaar, Tom. "How peace operations assisted the ICC outside the DRC." In Assisting International Justice, 164–99. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192872227.003.0007.
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Abstract This chapter presents a so-called plausibility probe—several smaller case studies to see whether the theoretical framework might plausibly hold up in other contexts. It looks at UN–ICC interactions in the other ICC situations where a UN peace operation was active: CAR, Côte d’Ivoire, Mali, and Sudan. For each of these cases, the chapter presents a short background, analyses the degree to which the explanatory conditions were present, and describes the assistance provided by the relevant UN peace operation to the ICC. Through additional documentary and interview evidence, these plausibility probes largely confirm the findings from the DRC case studies, but also suggest several new changes that need to be made to the theoretical framework to improve the degree to which it travels to other cases.
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Armstrong-Hough, Mari. "Diabetes at Home." In Biomedicalization and the Practice of Culture, 110–28. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469646688.003.0007.
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This chapter uses interview data collected from Japanese patients, members of the general public, and health care providers to examine personal explanatory models and illness narratives surrounding type 2 diabetes. Participants articulated a model of health that revolves around the idea of an “ordered” life. In particular, order comes from careful adherence to a classification of time and relies on a clear division of domestic labor. Having a “rhythm” to one’s life, and observing regular, unchanging hours for core activities like waking, eating, and bathing were identified as key to a healthy life. But the responsibility for this temporal maintenance falls largely on women: women work to organize the time of loved ones into a healthy, regular rhythm. Men without mothers, wives, sisters, or daughters to take care of them are thus thought to be particularly at risk of illness.
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"Translucence and the Ambient." In Advances in Civil and Industrial Engineering, 91–116. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3850-0.ch004.
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The purpose of this chapter is to explore translucence and the ambient as dimensions of urban visibilities and invisibilities in the context of emergent perspectives on smart cities to enrich understandings. The research literature for translucence and the ambient is explored in terms of urban visibilities and invisibilities in smart cities and regions, enabling the formulation and operationalization of a conceptual framework to guide the investigation in this chapter. Using an exploratory case study approach, combined with an explanatory correlational design, survey and interview responses provide a mix of quantitative and qualitative data for analysis. This chapter makes a contribution to 1) the research literature for translucence and the ambient in smart cities and regions, 2) the surfacing of additional urban elements for understanding 21st century cities, and 3) the evolving of theory through formulation of a conceptual framework for translucence and the ambient in smart cities.
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Harding, Simon. "Introduction." In County Lines, 1–10. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529203073.003.0001.
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This introductory chapter describes how the research study was conducted, detailing the number, type, and characteristics of the various respondents. The research study examines how London-based urban street gangs establish county line drug-supply networks into the Home Counties. It draws upon two principle theoretical perspectives with great explanatory value regarding street-gang dynamics: social field analysis and street capital theory. Active participants in county lines were interviewed in one-to-one qualitative interviews, shorter street-based interviews, or short focus groups. All were aged over 16 years old and the study acknowledged their status as victim, offender, or both. The chapter then explores the methodological challenges of the research, including ethics, limitations, negotiating access, and the usefulness of participant observation.
Conference papers on the topic "Explanatory interview":
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Boudreau, Patrick, Susan Houge Mackenzie, and Ken Hodge. "Beyond ‘the’ flow state: Pathways to distinct, optimally engaging psychological experiences in nature-based adventure." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.30.
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Flow research has primarily focused on singular optimal state models (e.g., flow, peak experience), often in traditional sport or work contexts. This study investigated a proposed alternative model encompassing distinct optimal experiences (i.e., flow and clutch) via sequential studies across diverse nature-based adventure contexts (e.g., rockclimbing, snowboarding, BASE jumping, white-water kayaking). The sequential explanatory design involved intensity sampling of flow questionnaire scores, followed by semi-structure interviews (Study 1), and inductive-deductive data collection and analysis using the Scanlan Collaborative Interview Method (Study 2). Analysis identified distinct, optimally engaging experiences largely aligned with distinct ‘flow’ and ‘clutch’ states. While both experiences involved an immersive, present moment focus, each state was accompanied by distinct antecedents, characteristics and consequences. Based on these findings, (1) an expanded model of distinct optimal experiences is presented, and (2) implications for designing diverse forms of optimally engaging experiences across a range of contexts are explored.
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Petermann, Felix-marcel, Ole Andreas Alsos, and Eleftherios Papachristou. "Interaction between humans and autonomous systems: Human facing explanatory interface for an urban autonomous passenger ferry." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002821.
Abstract:
Problem statement During a public trial, over 150 passengers were interviewed about their thoughts and experiences using an autonomous ferry, among over 1500 passengers taking a trip on the world's first autonomous urban passenger ferry in Trondheim. One of the main issues expressed by passengers was a lack of information about the state of the unmanned ferry service. A safety attendant was aboard for the three-week public testing to take over control in the unlikely case of a hazardous event. Observations of passengers revealed a desire for information regarding the functionality of the ferry, the current state of the boat, and the progress of the current journey. Passengers interviewed stated that, especially if no safety personnel are on board, the demand for information is higher because no one can be queried. The absence of information increased the sense of insecurity. Since the space aboard the autonomous passenger ferry is limited, the used option cannot be too spacious; nonetheless, the information must be easily available to users. Research Question What information do passengers require on a self-driving urban passenger ferry? Does the type of information displayed affect passengers' perceptions of safety? Method Two 10-inch high-luminance (1000 nits) screens have been installed on the mast of the autonomous passenger ferry, allowing the user to see information on both sides when embarking, disembarking, and traveling. Two distinct information screen concepts have been visualized for use in a semi-structured interview. First, the passengers were asked what they could see on each of the concepts and what information they thought would be most useful. They should also explain how the information they view influences their sense of safety and trust. In an AB-test, passengers were asked to select a preferred concept for the information screen and describe why they chose that concept in detail. One of the concepts (A) was straightforward and depicted the journey's progress as a linear bar. Furthermore, the traveler could observe the ferry's status with a large illustration, along with the status in one word and a brief description. The second concept (B) should attract those passengers who are interested in details and technical elements. Concept B contained an environment map with the ferry's intended path and present position and heading, details for each single thruster, the speed in kn, system health status, battery levels, compass, object detection, and the ferry's current operation status. All used and previously stated characteristics on both presented screens have been used in a semi-open card sort to determine which information is most valuable to the passengers. The passengers were instructed to prioritize the offered information and fill in blank cards with missing information. Each of the placed cards was awarded points based on their location in the assortation; the further left the things were placed, the more points were awarded; the further right, the fewer points were awarded. Results 15 of the 1500 passengers who participated in the public trial of the urban autonomous passenger ferry were specifically asked about their preference for data visualization and the demand for information on such a ferry. The majority of the passengers (n = 12) indicated that they would prefer the simpler version of the information concept (A), whereas the remainder of the interviewed passengers would prefer the more technical interface because they are more concerned with the ferry's functionality and the reliability of the components. All of the users stated that they would feel less safe if there was no safety attendant or information screens on board. The cart sort analysis reveals that the more technical components have been ranked as less relevant, with the ferry's state, system health, and continuous travel progress being more important than detected objects, thruster details, LiDAR, and radar visualization. Conclusion Both the interview data and the card sort revealed that passengers on autonomous passenger ferries have a higher demand for straightforward and immediately available information. If they cannot obtain it from a human safety attendant on board, they require additional information that is not overly technical in order to maintain a high degree of safety perception.
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Kabage, Joseph, and Philipo Sanga. "Revisiting the Rationale for Training Online Instructors at the Open University of Tanzania." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9687.
Abstract:
Online learning is increasingly becoming a prevalent feature in higher learning institutions globally. Online learning aims to increase access to education without compromising the quality of teaching and learning. Thus, online learning requires competent online instructors who have undergone training on how to teach in an online environment. According to the Open University of Tanzania (OUT) Information and Communication Technology (ICT) policy of 2019 the number of courses uploaded on Moodle does not comply with the e-learning standards. There is little evidence regarding instructors’ effectiveness in executing online instruction roles. This paper examines the efficacy of instructors’ training programmes using explanatory concurrent research design with data collected from 178 instructors at the Open University of Tanzania through questionnaires and interviews. Findings from the study indicated that generally, training has significant impact on the way instructors teach in the online environment. Although most of respondents rated training as an effective strategy for online instruction they lacked continuous training programmes while data from interview indicated that the package of training programmes missed some key content required by instructors. This paper suggests that, among other things, institutions should invest on continuous training programmes for online instructors and ensure inclusion of all key contents for the same.
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Mhlongo, Thobani, Lizette De Wet, and Silas Verkijika. "Determining the user experience and continuance use of a mobile application and an online portal." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004048.
Abstract:
The increasing number of users with access to the internet, computers, and mobile devices propels most institutions to avail their services through online portals and mobile applications. However, there are instances where users underutilise or completely opt out of these platforms. This is a cause for concern since funds are invested in their development, with the anticipated return on investment. Against this backdrop, this study aimed to compare the user experience and continuance use of a mobile application and online portal for an organization in South Africa. This single case study followed an explanatory sequential design, where the initial phase consisted of data collection using a self-administered questionnaire. For the second phase, the data was collected using an interview protocol. The results established that the study participants had a positive experience with the online portal but not so much with the mobile application. The contributing factors to the online portal's positive user experience were its efficiency, attractiveness, perspicuity, dependability, novelty, and stimulation. The interview results corroborated the quantitative results, as participants indicated overall positive experiences with the online portal. In contrast, participants had negative experiences with the mobile application, citing its limited features and lack of user-friendliness, understandability, and learnability. Regarding continuance use, the quantitative and qualitative results suggested that participants were keen to use the online portal in the future. However, the quantitative results for the mobile application indicated no participant interest in using the mobile application again in future, despite the interview results indicating otherwise. Participants identified improvement in efficiency and visual appeal as conditions for their future re-use of the mobile application.
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Mohube, Elizabeth Mashabela. "Surviving Food Insecurity at An Institution of Higher Learning." In 3rd International Nutrition and Dietetics Scientific Conference. KENYA NUTRITIONISTS AND DIETICIANS INSTITUTE, 2023. http://dx.doi.org/10.57039/jnd-conf-abt-2023-i.d.e.f.s.p-19.
Abstract:
This presentation is a component of a larger study on “Nutrition knowledge, food insecurity and coping strategies amongst students in the institution of higher learning in the Limpopo Province”. Institutions of higher learning are struggling with food insecurity, despite the fact that eating is regarded as a fundamental human right. University students lack access to reliable, sufficient, and nourishing food as a result those who are food insecure employ various coping techniques to deal with their situation. An explanatory sequential mixed-method approach was used in the study. Food insecure students were selected from the results of the Food Insecurity Experience Scale questionnaire. Fourteen purposefully selected in-depth qualitative interviews were conducted with Health Care Science food-insecure students to explore their life experiences and coping strategies for food insecurity. Students described their experiences with food insecurity, how it affected them, and how they dealt with it. Six themes emerged from the interviews; coping strategies, health triangle effects, nutritional knowledge, effects of hunger on academic performance, factors contributing to lack of money to buy food, and competing expenses. Twenty-nine subthemes surfaced detailing the impact of food insecurity on the students’ lives. These findings help to clarify what it means to be food insecure in higher education and can influence how institutions of higher learning serve students’ basic needs. Most students used a variety of coping strategies such as borrowing money, sharing food, buying cheap unhealthy meals, skipping meals, eating fewer meals per day, reducing portion size, and seeking help from families and friends. This suggests the need for compassionate university management to assist with the establishment of support systems such as food banks to alleviate food insecurity among eligible students and further raise awareness of the issue on campus. Keywords: food insecurity, students, coping strategies, experiences, and interview.
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Breard, Hugo, Béatrice Cahour, Jean-marie Burkhardt, and Arnaud Koustanai. "Driving with anxiety/fear/apprehension: understanding the cognitive and emotional experience of drivers to design assistance systems." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005224.
Abstract:
More than half of all drivers experience at least “occasionally” uncomfortable driving situations where emotions such as Anxiety/Fear/Apprehension (AFA) occur (52.2%), and even 17% of people declare being particularly hampered, or even handicapped in their daily lives, by their fear of driving. With Renault Group, an ergonomic approach has been implemented with the aim of designing driving assistance systems to improve the comfort and safety for this type of drivers. We report on the results of two successive studies carried out as the first steps of this project, to (study 1) identify the anxiety-provoking situations and the profile of people who are subject to this type of feelings, and (study 2) to obtain an in-depth understanding of the history and lived experience of these drivers in problematic situations. Study 1’s results show that women experience higher levels of AFA than men in all tested driving situations and particularly on winding roads, when driving unfamiliar vehicles or when driving at night. Young drivers (aged 18-35) report AFA more frequently than older drivers. However, situations involving specifically vision-related issues are perceived as more anxiety-provoking by those aged 66 and over, as well as driving with an agitated or talkative passenger. Explanatory hypotheses, both cultural and cognitive, are proposed for these different results. Study 2 aims to deepen the previous results through a qualitative approach. 26 anxious drivers (2/3 women) aged 22 to 75 were interviewed individually (1) about their driving history and (2) the driving situations they were most apprehensive about. Then, they were asked (3) to describe in detail one anxiety-provoking driving situation, using the Explicitation Interview method, to question the dynamics of the cognitive activities, actions, thoughts, perceptions, and emotions at that moment, (4) to elicit the coping strategies they might use to manage anxiety-provoking situations, and (5) to imagine potential assistance systems. The results highlight that lack of confidence, low driving frequency, having an accident, having stressful supervisors while you’re learning to drive, can lead to AFA. Women and young people mentioned more coping strategies than the others. Moreover, men feeling AFA while driving described their emotions and difficulties less directly than women. The fact that men are clearly less concerned by AFA while driving remains an issue to be investigated.
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Luo, Jungang, Djoen San Santoso, Rui Zhang, and Bo Zheng. "Technical Adjusting Process of Chinese Construction Professionals: An Explanatory Model." In 11th IPMA Research Conference “Research Resonating with Project Practices”. International Project Management Association – IPMA, Project Management Research Committee (PMRC), China and Hohai University, Nanjing, China, 2023. http://dx.doi.org/10.56889/cmrz8623.
Abstract:
This paper presents a novel perspective on Chinese construction professionals’ adjusting process to new technical contexts. Through a series of semi-structured interviews, the study identified the mental process, checkpoints, operational process, and reflection as the key components of the adjusting process. Additionally, the research found that technical cognition played a crucial role in supporting the adjusting process, while motivators such as ‘being competent in the job position,’ ‘monetary incentives,’ ‘positional incentives,’ and ‘making good use of their own advantage’ acted as drivers for the process. Based on the findings, the paper proposes an explanatory model that demonstrates the relationships between the adjusting process, technical cognition, and motivators. This study sheds light on international professional adjustment and could inform international project management approaches and further research on Chinese construction professionals’ performance improvement.
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Wakishta, Yugamini J. W., and K. G. S. K. Perera. "A Study on the Perception of the Principals Regarding the Difficulties in the Implementation of Online Education in Rural Small Schools." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/bmjj6922.
Abstract:
This study examines the challenges faced by principals in rural small schools when implementing online education in response to the COVID-19 pandemic. The Main objective was to understand the nature of the online education in these schools and identify specific difficulties encountered by the principals. The study used a mixed-method, sequential explanatory research design. Forty eight school principals were selected randomly out of 130 schools according to the research criteria (n=48). Data was collected through online questionnaires and qualitative interviews. Findings indicated that although principals have a basic understanding of online education, further development is needed. It was found that practical problems and difficulties hindered the effective implementation of online education in rural small schools. Recommendations included implementing a formal awareness program for all school stakeholders and mobilizing necessary resources.
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O'Connor, Sean, Jason Power, Nicolaas Blom, and David Tanner. "Evidence-based practice to the forefront: a case study of engineering team Project-Based Learning in an online learning environment." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1183.
Abstract:
Approaches such as problem and project-based learning (PBL) are the cornerstone of modern engineering curricula. With a growing need to move these student-centred active learning curricula to online and blended learning environments due to issues including increasing cohort sizes and limited budgets, it is essential that instructional designers in engineering education understand the impacts that these differing mediums may have on student collaboration. This study is the beginning of a body of work with the aim to develop effective teaching and learning strategies for team project-based learning in online and blended learning environments. This case study was carried out in an Irish university in 2021 in a first-year engineering module during the COVID-19 pandemic. The study followed an explanatory mixed methods design in which a questionnaire and semi-structured interviews were utilised to collect data. The research data was gathered in two phases. Phase 1 included a questionnaire with both closed- and open-ended questions (N=94). Phase 2 was based on semistructured interviews (N=7). This paper will focus on the qualitative datasets, including the open-ended questions and interviews. After completing a thematic analysis, we identified six themes and eighteen sub-themes that affect students’ perceptions of team project-based learning (PBL) in an online environment. Each of these themes are discussed within this paper. The paper concludes with an outline of future research plans for the ongoing project.
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van Dijk, Mathijs Petrus Antonius, and Arjen Maris. "Assessment Instrument of Technology Acceptance Amongst People with Minor Intellectual Disabilities." In 37th Bled eConference. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.fov.4.2024.9.
Abstract:
For people with moderate intellectual disabilities (PID) and their carers, eHealth is becoming increasingly important. However, there are no technology acceptance instruments known to determine what PID need to properly deploy eHealth. Therefore, we developed a technology acceptance assessment for PID. A design research approach is applied to develop a conceptual model based on the UTAUT2-model. Based on the outcomes of seventeen interviews with PID experts, two determinants (Public Financing & Voluntariness of Use) and two moderators (Health Literacy & Emotional State) are added to the conceptual model. The conceptual model is translated into a first assessment prototype using the Universal Design technique and Goegan et al's (2018) accommodating principles. The first tests that took place within this research confirm the applicability of the instrument and provides the first clues for the explanatory value of the conceptual model for the adoption of eHealth by PID.
Reports on the topic "Explanatory interview":
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Penning, Nehle, Rachel Crossdale, Indre Genelyte, Natalia Krygowska-Nowak, Anna Urbaniak, Jolanta Perek-Białas, and Monika Reichert. EIWO’s methodological approaches: A field report of the qualitative interviews in EIWO project III. Linköping University Electronic Press, March 2023. http://dx.doi.org/10.3384/9789180750585.
Abstract:
This field report provides detailed information on the methodological approach as well as on the process of data collection and analysis in EIWO project III – “Mechanisms and Origins of Late Working Life Exclusion”. EIWO project III is part of the qualitative part of the EIWO programme and is – together with EIWO project VI, VII, and VIII from phase II – one of the four projects in which primary data is collected. EIWO uses a mixed-methods approach in its nine sub-projects, so that quantitative and qualitative methods are used in combination to investigate – from a life course perspective – the topic of late working life and the potential of extension of working lives on different levels (micro, meso and macro level). Due to the different methodological approaches, results from some projects provide evidence for further investigations in other sub-projects, whereby, for example, results of the qualitative investigations can be validated using large data sets. In projects in the field of life course research, a mixed-methods approach is widely used because it allows for a detailed investigation of the structural, institutional and individual factors influencing the life course. EIWO project III focuses in particular on the micro level by taking the perspective of individuals and thus provides a basis on which quantitative analyses, e.g. in EIWO project IV, can be built on. “The main aims of project III are to analyse the nature and sources of inequalities in late working life employment/retirement and to identify individual/family responses and coping strategies” (Application EIWO programme). Based on these aims, the following research questions were formulated for EIWO project III: What events and circumstances can be identified over the life course that lead to social inequalities/exclusion in late working life employment from the individual perspective? What are the explanatory mechanisms? How are exclusion risks and inequalities assessed on the individual level in late working life? Do persons experience social inequalities/exclusion? If they experience exclusion/inequalities: What coping strategies are/were used to reduce inequalities/exclusion? What can be learned from individual responses as to how meso-level organisational policies and macro-level social policies help or hinder transitions? In the following, it will be described why a qualitative research approach was chosen for this project and what characterises this approach. Then, the research instruments and the inclusion criteria for the sample will be explained. The third chapter illustrates the field phase, including the recruitment phase, the final composition of the sample and the conduct of the interviews, as well as challenges that arose during the field phase and the chosen approaches. Finally, the data analysis method is discussed and the report is concluded with a short summary.
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Tusiime, Hilary Mukwenda, and Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.j2.
Abstract:
Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mixed design, data were collected from 765 participants using key informant interviews(KII), survey questionnaire, and documentary review methods. The study findings revealed that glitches from policy agents, mandate, purpose, publics, effectiveness, fairness, desirability, and affordability of the eLearning policies; as well as responsiveness and policy sustainability were the most critical institutional challenges to implementation of online academic programmes at Gondar and Makerere University. The study also revealed that provision of appropriate student support services, setting realistic assignments, emphasizing staff self-direction, having effective attendance policy, sharing of learning/information materials, professional development, technological, and maintenance of effective communication with students, and maintaining social presence were the key eLearning policy strategies used in implementation of online academic programmes at Makerere University. The study results further revealed that widening access to online programmes, mobilisation of adequate financial resources, engaging in national wide policy reforms, organisational restructuring, employment of adequate qualified staff, curriculum reform and entrenching online courses in the university system are key policy reforms required to embrace implementation of all-inclusive online academic programmes. Hence, it was recommended that something had to be done to: overcome institutional policy challenges; improve eLearning policy strategies used; and to effect inevitable policy reforms required to embrace implementation of all-inclusive online academic programmes at Gondar and Makerere University.
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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.
Abstract:
Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.