Participants were informed of the n

Participants were informed of the nature of the study at an afternoon faculty meeting, informed of the anticipated schedule of interviews, assured confidentiality, and given consent forms to complete if interested. Fifteen forms were collected. Of those, seven teachers were selected as key informants and agreed to participate in semi-structured interviews. The criteria used in the selection of the key informants included: grade level representation, magnet focus representation, gender, years of service at the school, and dedication to the reform program. I attempted to maintain a diverse and varied panel of teachers and selected key informants who had varying degrees of commitment to the school’s innovative ideology (i.e. one informant being a strong leader of the reform program along with one informant who maintained a more traditional classroom). These key informants evenly represent the teacher population. Teachers agreed to informal, semi-structured interviews along with informal observations of their classroom environments and document/ artifact collection (i.e. school newsletters, letters home, etc.).
Interviews
Seven key informants were interviewed in semi-structured formats according to the interview protocol questions that were designed in alignment with the theoretical framework of the study. Participants were asked to candidly comment on a variety of guiding prompts that spoke to their teaching background, their science teaching practice, the impact of the magnet structure on their teaching, as well as their use of science materials and perceived problems with the teaching of science. The interviews were conducted after school and held in the key informant’s classroom, with one exception where the interview was conducted at a local coffee shop. The interviews were semi-structured and carried out in a casual and collegial manner.
Analysis
Participant interviews were digitally recorded, transcribed, coded, categorized, and analyzed to identify significant categories and themes regarding values, beliefs, practices, materials, and problems in relation to their science teaching. Comments were also categorized according to specific cultural indicators that were expressed in the participant’s response. Five categories were created: values, beliefs, practice, materials, and perceived problems. From these categories assertions were developed to answer the research questions. Concurrently, additional sources of evidence (informal school observation and artifact collection) were gathered to triangulate and substantiate the data (Yin2003; Stake 1995). As a final exercise, findings and conclusions were presented to the participants in the form of a member check for their input.

Hasil (Bahasa Indonesia) 2:

Peserta diberitahu tentang sifat penelitian pada pertemuan fakultas sore, diinformasikan jadwal diantisipasi wawancara, meyakinkan kerahasiaan, dan diberikan formulir persetujuan untuk menyelesaikan jika tertarik. Lima belas bentuk dikumpulkan. Dari mereka, tujuh guru terpilih sebagai informan kunci dan setuju untuk berpartisipasi dalam wawancara semi-terstruktur. Kriteria yang digunakan dalam pemilihan informan kunci termasuk: tingkat representasi kelas, magnet fokus representasi, jenis kelamin, tahun pelayanan di sekolah, dan dedikasi untuk program reformasi. Saya berusaha untuk mempertahankan panel beragam dan bervariasi dari guru dan informan kunci yang dipilih yang berbagai tingkat komitmen ideologi yang inovatif sekolah (yaitu satu informan menjadi pemimpin yang kuat dari program reformasi bersama dengan satu informan yang mempertahankan kelas yang lebih tradisional). Ini informan kunci merata mewakili populasi guru. Guru sepakat untuk, wawancara semi-terstruktur resmi bersama dengan pengamatan informal lingkungan kelas mereka dan dokumen / koleksi artefak (yaitu buletin sekolah, surat rumah, dll).
Wawancara
Tujuh informan kunci diwawancarai dalam format semi-terstruktur sesuai dengan protokol wawancara pertanyaan yang dirancang sejalan dengan kerangka teoritis penelitian. Peserta diminta untuk jujur ​​mengomentari berbagai membimbing petunjuk yang berbicara dengan latar belakang mengajar mereka, mereka praktek ilmu mengajar, dampak dari struktur magnet pada pengajaran mereka, serta penggunaan bahan ilmu pengetahuan dan masalah yang dirasakan dengan pengajaran ilmu . Wawancara dilakukan setelah sekolah dan diadakan di kelas informan kunci, dengan satu pengecualian di mana wawancara dilakukan di sebuah kedai kopi lokal. Wawancara semi-terstruktur dan dilakukan dengan cara yang santai dan kolegial.
Analisis
wawancara Peserta yang direkam secara digital, ditranskripsikan, dikodekan, dikategorikan, dan dianalisis untuk mengidentifikasi kategori dan tema yang signifikan mengenai nilai-nilai, keyakinan, praktik, bahan, dan masalah dalam hubungan untuk mengajar ilmu mereka. Komentar juga dikelompokkan menurut indikator budaya tertentu yang dinyatakan dalam respon peserta. Lima kategori diciptakan: nilai-nilai, keyakinan, praktik, bahan, dan masalah yang dirasakan. Dari kategori ini pernyataan dikembangkan untuk menjawab pertanyaan penelitian. Bersamaan, sumber tambahan bukti (observasi sekolah informal dan koleksi artefak) dikumpulkan untuk melakukan pelacakan dan mendukung data (Yin2003; Stake 1995). Sebagai latihan terakhir, temuan dan kesimpulan yang disampaikan kepada peserta dalam bentuk cek anggota untuk masukan mereka.