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國民基本教育之課程發展本於全人教育的精神，強調學生是自發主動的學習者，學校教育應循循善誘，激發學生的學習動機與熱情，引導學生妥善開展與自我、他人、社會及與自然的各種互動能力。本研究目的在建構學校結合教育目標下實施戶外教育課程的評估指標，為戶外教育課程在學校開展制定基礎樣式，以促進學校教育與戶外教育之融合發展。研究方法分為兩部分，先以文獻分析法與系統性文獻回顧法，針對近10年國內外學者對學校實施戶外教育課程相關學術成果進行分析，再以臺灣先前建構之實施戶外教育指標為基礎，透過深度訪談法取得學者專家的建議建構並修正指標。本研究初步收錄8,099篇文獻，依據納入與排除標準篩選後納入190篇期刊論文進行分析，依據系統性文獻回顧分析結果，結合國際與不同區域戶外教育發展特徵和課程評估之角度，整合具系統性之學校戶外教育課程評估架構層次，包括課程規劃與組織、課程設計與發展、課程實施與教學、課程成效與優化、課程安全風險管理機制等五大構面與15個向度。接著，深度訪談結果歸納出46個細目指標，並以三角 檢測與專家效度呈現研究信實度。本研究結論為戶外教育課程評估的學術與實務價值提供理論依據，對華人社會戶外教育課程的發展方向具重大的啟示意義。 Background and Research Objectives Taiwan’s national basic education curriculum was developed on the basis of the principles of whole-person education. According to these principles, students should be self-motivated and active learners and schools should foster students’ learning motivation and enthusiasm and help them cultivate their abilities to meaningfully interact with themselves, others, society, and nature. In this study, a framework was developed for evaluating outdoor education programs. The goal was to develop a basic model for the integration of outdoor education with school-based education. This study was conducted in two steps. First, the literature was reviewed to identify relevant international and Taiwanese articles published within the last decade. Second, on the basis of established indicators of the implementation of outdoor education programs in Taiwan, in-depth interviews were conducted with experts to gather feedback for developing and refining the indicators. Literature Review Bisson (1996) introduced a metaphorical model called the Outdoor Education Umbrella. In this model, the handle of the umbrella represents camping education, symbolizing its foundational role as a precursor to outdoor education. The canopy represents experiential education, symbolizing its universality across all outdoor experiential learning methods. As an overarching framework, experiential education is applied in all methods of outdoor experiential learning. The left side of the Outdoor Education Umbrella focuses on outdoor experiential learning methods for self-development (Outdoor Adventure Education, Challenge Education, and Adventure Education), whereas the right side focuses on methods for personal and environmental ethical development (Environmental Education, Earth Education, and Wilderness Education). Conventional education, characterized by a transfer of current knowledge and skills through formal schooling, often neglects the individual needs of learners. Therefore, Dewey (1938) advocated for a revolution in education, focusing on the concept of “learning by doing,” which emphasizes grounding education in learners’ present experiences. Waite et al. (2016) highlighted that outdoor education confers multifaceted benefits covering academic, personal, social, and psychological aspects; the researchers indicated that outdoor education enhances learning interest, motivation, and outcomes. Orda and Leather (2011) suggested that Dewey’s experiential learning, which focuses on “meaning” and “learning potential,” can deepen the meaning derivable through outdoor education. This study highlighted a close association between outdoor education and experiential learning. Unlike other educational approaches, outdoor education involves leveraging outdoor environments to foster human–nature interactions, thereby conferring psychological, physiological, social, and educational benefits; this is the most unique feature of outdoor education. The outdoor education model explored in the current study was developed on the basis of experiential learning. This model integrates elements of adventure and environmental awareness from Outdoor Adventure Education and Environmental Education, respectively. Methods This study was conducted in two steps. First, a systematic review of the literature was conducted to identify publications by Taiwanese and international scholars on the implementation of outdoor education curricula in schools over the last decade. Second, on the basis of established indicators of the implementation of outdoor education curricula in Taiwan, in-depth interviews were conducted with purposively selected experts. These interviews offered expert insights for the development and refinement of the indicators. Results and Discussion Initially, 8,099 articles were identified. From these, 190 articles were selected on the basis of predefined criteria. Then, a systematic review of the literature was performed. On the basis of the results, a comprehensive framework was developed for evaluating outdoor education programs in schools by combining the characteristics of outdoor education within international and regional contexts with the perspectives of program evaluation. This framework had 5 dimensions and 15 facets: program planning and organization, program design and development, program implementation and teaching, program effectiveness and optimization, and program safety and risk management mechanisms. A total of 46 indicators were selected by analyzing the interview data. The reliability of the results was ensured through triangulation and expert verification. The characteristics of international and regional outdoor education frameworks were aligned with school operations and curriculum systems; thus, key connotations and features of outdoor education in schools were identified. First, outdoor education is a vital component of school education. Second, it is a crucial method for fostering holistic development in students. Third, outdoor education reflects the integration of national and regional policies, cultural exchanges, and developmental trends. Fourth, it leverages social resources. Finally, safety and risk management mechanisms are consistently embedded throughout the curriculum of outdoor education. Furthermore, a systematic framework for teacher development is established. Conclusion, Contributions, and Implications To implement outdoor education programs across grades in an orderly manner, government authorities or school leadership must first recognize the benefits of outdoor education, which are well-supported. The second step is to formulate policies and regulations that enable schools to design outdoor education programs reflecting the traditional characteristics and geographic features of a given country, region, and individual school. Furthermore, a system for training outdoor education teachers must be established to support these programs. Concurrently, awareness of the safety risks associated with implementing outdoor education programs should be increased. The comprehensive and systematic indicators proposed in this study can serve as a foundation for reviewing and updating the evaluation criteria for outdoor education programs in alignment with national education policies and school needs. Furthermore, these indicators may guide the development of outdoor education programs in schools.

國民基本教育之課程發展本於全人教育的精神，強調學生是自發主動的學習者，學校教育應循循善誘，激發學生的學習動機與熱情，引導學生妥善開展與自我、他人、社會及與自然的各種互動能力。本研究目的在建構學校結合教育目標下實施戶外教育課程的評估指標，為戶外教育課程在學校開展制定基礎樣式，以促進學校教育與戶外教育之融合發展。研究方法分為兩部分，先以文獻分析法與系統性文獻回顧法，針對近10年國內外學者對學校實施戶外教育課程相關學術成果進行分析，再以臺灣先前建構之實施戶外教育指標為基礎，透過深度訪談法取得學者專家的建議建構並修正指標。本研究初步收錄8,099篇文獻，依據納入與排除標準篩選後納入190篇期刊論文進行分析，依據系統性文獻回顧分析結果，結合國際與不同區域戶外教育發展特徵和課程評估之角度，整合具系統性之學校戶外教育課程評估架構層次，包括課程規劃與組織、課程設計與發展、課程實施與教學、課程成效與優化、課程安全風險管理機制等五大構面與15個向度。接著，深度訪談結果歸納出46個細目指標，並以三角檢測與專家效度呈現研究信實度。本研究結論為戶外教育課程評估的學術與實務價值提供理論依據，對華人社會戶外教育課程的發展方向具重大的啟示意義。

[LANGUAGE=”English”] Background and Research ObjectivesTaiwan’s national basic education curriculum was developed on the basis of the principles of whole-person education. According to these principles, students should be self-motivated and active learners and schools should foster students’ learning motivation and enthusiasm and help them cultivate their abilities to meaningfully interact with themselves, others, society, and nature. In this study, a framework was developed for evaluating outdoor education programs. The goal was to develop a basic model for the integration of outdoor education with school-based education. This study was conducted in two steps. First, the literature was reviewed to identify relevant international and Taiwanese articles published within the last decade. Second, on the basis of established indicators of the implementation of outdoor education programs in Taiwan, in-depth interviews were conducted with experts to gather feedback for developing and refining the indicators.Literat

This chapter contains sections titled: Methodology Reflections Notes

Triangulation refers to the use of multiple methods or data sources in qualitative research to develop a comprehensive understanding of phenomena (Patton, 1999). Triangulation also has been viewed as a qualitative research strategy to test validity through the convergence of information from different sources. Denzin (1978) and Patton (1999) identified four types of triangulation: (a) method triangulation, (b) investigator triangulation, (c) theory triangulation, and (d) data source triangulation. The current article will present the four types of triangulation followed by a discussion of the use of focus groups (FGs) and in-depth individual (IDI) interviews as an example of data source triangulation in qualitative inquiry.

In-depth interviews are a common method of qualitative data collection, providing rich data on individuals' perceptions and behaviors that would be challenging to collect with quantitative methods. Researchers typically need to decide on sample size a priori. Although studies have assessed when saturation has been achieved, there is no agreement on the minimum number of interviews needed to achieve saturation. To date, most research on saturation has been based on in-person data collection. During the COVID-19 pandemic, web-based data collection became increasingly common, as traditional in-person data collection was possible. Researchers continue to use web-based data collection methods post the COVID-19 emergency, making it important to assess whether findings around saturation differ for in-person versus web-based interviews. We aimed to identify the number of web-based interviews needed to achieve true code saturation or near code saturation. The analyses for this study were based on data from 5 Food and Drug Administration-funded studies conducted through web-based platforms with patients with underlying medical conditions or with health care providers who provide primary or specialty care to patients. We extracted code- and interview-specific data and examined the data summaries to determine when true saturation or near saturation was reached. The sample size used in the 5 studies ranged from 30 to 70 interviews. True saturation was reached after 91% to 100% (n=30-67) of planned interviews, whereas near saturation was reached after 33% to 60% (n=15-23) of planned interviews. Studies that relied heavily on deductive coding and studies that had a more structured interview guide reached both true saturation and near saturation sooner. We also examined the types of codes applied after near saturation had been reached. In 4 of the 5 studies, most of these codes represented previously established core concepts or themes. Codes representing newly identified concepts, other or miscellaneous responses (eg, \"in general\"), uncertainty or confusion (eg, \"don't know\"), or categorization for analysis (eg, correct as compared with incorrect) were less commonly applied after near saturation had been reached. This study provides support that near saturation may be a sufficient measure to target and that conducting additional interviews after that point may result in diminishing returns. Factors to consider in determining how many interviews to conduct include the structure and type of questions included in the interview guide, the coding structure, and the population under study. Studies with less structured interview guides, studies that rely heavily on inductive coding and analytic techniques, and studies that include populations that may be less knowledgeable about the topics discussed may require a larger sample size to reach an acceptable level of saturation. Our findings also build on previous studies looking at saturation for in-person data collection conducted at a small number of sites.

While current reform efforts press for ambitious changes to teachers' instructional practice, teachers' instructional beliefs are also consequential in such efforts as beliefs shape teachers' instructional practice and their responses to instructional reforms. This article examines the relationship between teachers' instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education. Quantitative results show that while teachers' beliefs did not predict with whom they interacted about mathematics instruction, teachers' interactions with peers about mathematics instruction were associated with changes in their beliefs over time. Qualitative analysis confirms and extends these findings, revealing how system-level changes in the district's educational infrastructure facilitated change in teachers' beliefs about mathematics instruction at scale.

This article argues that in an age of knowing capitalism, sociologists have not adequately thought about the challenges posed to their expertise by the proliferation of 'social' transactional data which are now routinely collected, processed and analysed by a wide variety of private and public institutions. Drawing on British examples, we argue that whereas over the past 40 years sociologists championed innovative methodological resources, notably the sample survey and the in-depth interviews, which reasonably allowed them to claim distinctive expertise to access the 'social' in powerful ways, such claims are now much less secure. We argue that both the sample survey and the in-depth interview are increasingly dated research methods, which are unlikely to provide a robust base for the jurisdiction of empirical sociologists in coming decades. We conclude by speculating how sociology might respond to this coming crisis through taking up new interests in the 'politics of method'.

Patient-reported outcome (PRO) measures must provide evidence that their development followed a rigorous process for ensuring their content validity. To this end, the collection of data is performed through qualitative interviews that allow for the elicitation of in-depth spontaneous reports of the patients’ experiences with their condition and/or its treatment. This paper provides a review of qualitative research applied to PRO measure development. A clear definition of what is a qualitative research interview is given as well as information about the form and content of qualitative interviews required for developing PRO measures. Particular attention is paid to the description of interviewing approaches (e.g., semi-structured and in-depth interviews, individual vs. focus group interviews). Information about how to get prepared for a qualitative interview is provided with the description of how to develop discussion guides for exploratory or cognitive interviews. Interviewing patients to obtain knowledge regarding their illness experience requires interpersonal and communication skills to facilitate patients’ expression. Those skills are described in details, as well as the skills needed to facilitate focus groups and to interview children, adolescents and the elderly. Special attention is also given to quality assurance and interview training. The paper ends on ethical considerations since interviewing for the development of PROs is performed in a context of illness and vulnerability. Therefore, it is all the more important that, in addition to soliciting informed consent, respectful interactions be ensured throughout the interview process.

Background Improving screening and triage practices is essential for early severity assessments at the first point of contact and ensuring timely attention by healthcare workers (HCWs). The main objective of this study was to explore the triage process among febrile patients and HCWs in the emergency department (ED) of a tertiary care hospital in a resource-constrained setting. Methods This qualitative study was conducted from March to May 2023 at the ED of Tribhuvan University Teaching Hospital (TUTH), Nepal. The study included in-depth interviews with febrile patients ( n  = 15) and HCWs ( n  = 15). Additionally, direct observation notes ( n  = 20) were collected to document the triage process and patients’ experiences in the ED. Data underwent thematic analysis using the Interpretative Phenomenological Analysis (IPA) approach. Results The ED of TUTH offered comprehensive triage services with clear delineation for the severity of febrile patients in line with the World Health Organization (WHO) guidelines. Nonetheless, challenges and constraints were identified. In the ED, evenings were generally the busiest period, and the triage process was not thorough during night shifts. Perception of triage was limited among patients and variable among HCWs. Digitalizing recordings of patient information including payment was deemed necessary for effective management of patients’ waiting times at the triage station. High patient throughput added pressure on HCWs and had a potential influence on the delivery of services. Availability of medical equipment and space were also identified as challenges, with patients sometimes compelled to share beds. There were constraints related to waste disposal, hygiene, cleanliness, and the availability and maintenance of washrooms. Febrile patients experienced delays in receiving timely consultations and laboratory investigation reports, which affected their rapid diagnosis and discharge; nonetheless, patients were satisfied with the overall healthcare services received in the ED. Conclusions Improving current triage management requires resource organization, including optimizing the waiting time of patients through a digitalized system. Urgent priorities involve upgrading visitor facilities, patient consultations, laboratory investigations, hygiene, and sanitation. HCWs’ recommendations to resource the ED with more equipment, space, and beds and a dedicated triage officer to ensure 24-hour service, together with training and incentives, warrant further attention.