QDR Qualitative Data Repository
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Data for: The Power of Human Rights Frames in Urban Security: Lessons from Bogotá
No full textThis is an Annotation for Transparent Inquiry (ATI) data project. The annotated article can be viewed here on the QDR website.
Project Summary
Governments throughout the world invoke human rights ideas to motivate policy reforms. What impact do rights-based frames have on the policy process? I argue that rights-based frames can generate new resources and institutional opportunities that restructure battles over public policy. These resources and opportunities can both initially legitimate state interventions that violate rights, while also creating openings for opponents to hold governments accountable for abuses committed by the state in the name of human rights. I develop this argument by analyzing a militarized security intervention in Bogotá, Colombia, which the government framed as necessary to stop the commercial sexual exploitation of children—yet which yielded new rights violations. This paper reveals the material consequences of human rights discourses in battles over policing and urban planning.
Data Generation
This paper draws on a range of qualitative data sources to trace the emergence of a human rights discourse to justify the security intervention in the Bronx of Bogotá, and the impact of this rights frame on the policy process This paper draws on two main forms of data: textual sources and semi-structured interviews.
Textual sources include: a news archive that I constructed with my research team, transcripts from Congressional hearings, policy documents, and responses to freedom-of-information requests. The Bronx News Archive includes all news stories between January 2003-December 2017 that mentioned the Bronx of Bogotá in the three top periodicals in Colombia: the newspapers, El Tiempo and El Espectador, and the news magazine, Semana, yielding a total of 629 news articles. This paper also draws on a range of other documents, including: policy documents; a transcript from Congressional hearing about the May 2016 intervention; press releases and social media posts related to the Bronx from state actors; and responses to freedom-of-information requests made by my research team, and by the Bogotá City Council, to national and Bogotá state agencies. These responses came from the Instituto Colombiano de Bienestar Familiar (the national child protection agency), the Metropolitan Police of Bogotá (a branch of the National Police), the Secretaría Distrital de Integración Social (the Secretariat of Social Integration for the District of Bogotá, which is responsible for policies towards homelessness), and the Secretaría Distrital de Seguridad (the Secretariat of Security for the District of Bogotá, which coordinated the intervention), Secretaría de la Mujer (Secretariat of Women), Secretaría de Salud (Secretariat of Health), Secretaría de Hábitat (Secretariat of Housing), and Bogotá’s Instituto para la Protección de la Niñez y la Juventud (IDIPRON—Institute for the Protection of Children and Youth).
In June 2017 and June 2018, I conducted 42 semi-structured interviews during field research in Bogotá, and via Skype. Interview respondents included public officials from Bogotá district agencies and national agencies that participated in the 2016 intervention in the Bronx, legislators from City Council and Congress, NGOs, think-tanks, and private-sector groups. All respondents agreed to have their interviews recorded and transcribed, though a number of respondents requested that I pause the tape at key moments so they could explain sensitive material off the record.
I attempted to obtain public opinion data to assess changes over time in public support for policies related to homelessness and sexual exploitation of children; views of different policing and models of urban revitalization; views of the Bronx and other drug-consumption zones in the city center; and views of the intervention in the Bronx and/or previous security interventions in the city center. I was told that this information had not been collected by numerous sources within the government, state agencies, and think-tanks.
Data Analysis
I analyzed textual sources to capture the language used by state agencies to justify the need for an intervention and to identify the goals of the intervention. In particular, content analysis of the Bronx News Archive was central in this study, serving three purposes. First, the news archive provided basic background information about the social and economic structure of life in the Bronx, as well as overviews of security and social policy interventions in the Bronx. Second, I utilize these news articles to identify broad shifts in media and state discourses employed when discussing the Bronx. To do so, we coded the news articles to capture the emergence of discussions about children, and in particular the sexual exploitation of children; homelessness; and language around rights in media coverage of the Bronx. Third, I identified illustrative and representative quotes from politicians and other public officials that capture the shift from a crime frame or a public space frame, to a human-rights frame in the Bronx.
I analyzed the transcripts of semi-structured interviews to understand better the process of planning the May 2016 intervention, and how key actors frame the successes and limitations of the intervention two years later. Some of these interviews also provided a greater understanding of the structure of Colombia’s system of child protection and anti-sexual exploitation policies.
Logic of Annotation
Annotation served a number of purposes. I used annotation to provide additional context and evidence to deepen the reader’s understanding of what life in the Bronx had been like, the nature of the 2016 intervention, and the ways that the 2016 intervention was framed. Many of these annotations provided links to primary sources, or source excerpts and translations, to back claims and citations. I often used annotations to link to sources that are not otherwise available but are not restricted by copyright—for example, responses to freedom-of-information requests, or a transcript of the June 2016 Congressional hearing on the Bronx intervention. I did not provide access to the many news articles referenced in this paper due to copyright restrictions. Moreover, I used annotations to include media that typically would not be included in a political science paper, such as tweets. Annotations allowed me to both include sources or excerpts of sources in the original Spanish, as well as English translations. </p
Anticoagulation Therapy on Discharge to Hospice Care
No full textProject Summary
The goal of this qualitative study was to better understand antithrombotic decision making on discharge to hospice care. This study was part of a larger mixed-methods study which examined the frequency and indication for antithrombotic prescriptions on discharge to hospice care. We recruited physicians who recently (<1 week) discharged a patient to hospice care between July 2015-March 2016. Potential participating physicians were identified prospectively using discharge disposition data from the Department of Care Management. Within one week of the discharge date, we identified and emailed discharging physicians and invited them to participate in the study. In order to capture variation in the perspectives and opinions regarding prescribing antithrombotic therapy on discharge to hospice, we are purposefully sampled three different physician groups: 1) those that continued antithrombotic therapy, 2) those that discontinued antithrombotic therapy, and 3) those that de-escalated antithrombotic therapy (e.g. warfarin to aspirin) on discharge to hospice care.
Methods
Participants were recruited by email and were centered around decision making for a specific patient that they cared for in the previous weeks. Interviews were conducted using a semi-structured interview guide and field notes were taken. We screened 80 discharges to hospice care and identified 27 discharges in which a decision to continue or discontinue antithrombotic therapy was made. We emailed the attending physician on these admissions and invited them to participate in an interview. We interviewed 2 physicians who continued antithrombotic therapy on discharge and 6 physicians who discontinued antithrombotic therapy on discharge
M2 Fractions Between Elementary Mathematics Task
No full textProject Overview
In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers.
For this project, we developed eight performance-based tasks, four in mathematics and four in science, designed to be used by pre-service elementary teachers as they practice leading classroom discussions in the simulated classroom. Each task provides a scenario and specific details about the discussion, including the student learning goal, students’ background information, and what happened prior to the discussion. We also included the student work related to the mathematics problem or science investigation that was the focus within that task and a summary of important things that we wanted the pre-service elementary teachers to notice about the student work.
This specific data project includes materials for one elementary mathematics task, called Fractions Between. In this task, students consider a novel, student-generated strategy for finding fractions between two other fractions and determine whether the strategy is worth using in the future. The pre-service teacher leads a discussion with the students focused on the strengths and weaknesses of the strategy, its applicability to other situations, and whether it is a valuable strategy for future use. Materials for pre-service teachers, resources for teacher educators, including sample videos, and task-specific simulation specialist training materials are included.
For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the Data Overview file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF)
Scoring
No full textProject Overview
In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers.
We scored the pre-service teachers’ video-recorded performances for the eight tasks in two waves. We scored the formative tasks (M2, M3, M4, S2, S3, and S4) immediately following each data collection and returned written formative feedback to the pre-service teachers within two weeks. For each video-recorded discussion, the formative feedback consisted of general statements and specific feedback about the strengths and areas for growth tied to each indicator in the rubric. The summative scoring (M1 and S1 pre- and post-) discussions were scored at the end of the project. To help reduce rater bias, we coded the videos so that raters could not determine if a video was a pre-service teacher’s pre- or post- video. All summative and formative discussions were scored using the same rubric.
This specific data project includes materials for the scoring and development of formative feedback reports of preservice teachers' performances in the simulated classroom.
For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the Data Overview file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF)
M3 Birdseed Elementary Mathematics Task
No full textProject Overview
In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers.
For this project, we developed eight performance-based tasks, four in mathematics and four in science, designed to be used by pre-service elementary teachers as they practice leading classroom discussions in the simulated classroom. Each task provides a scenario and specific details about the discussion, including the student learning goal, students’ background information, and what happened prior to the discussion. We also included the student work related to the mathematics problem or science investigation that was the focus within that task and a summary of important things that we wanted the pre-service elementary teachers to notice about the student work.
This specific data project includes materials for one elementary mathematics task, called Birdseed. In this task, the pre-service teacher leads a discussion centered on a ‘fraction of a fraction’ problem that students have solved incorrectly in small groups, with each group using different strategies. Prior to the discussion, the students individually wrote critiques of the other group’s work. These critiques and the work shown by each group provide the basis for a discussion on effective strategies for solving this type of problem. Materials for pre-service teachers, resources for teacher educators, including sample videos, and task-specific simulation specialist training materials are included.
For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the Data Overview file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF)
Data for: From Bombs to Books, and Back Again? Mapping Strategies of Right-Wing Revolutionary Resistance
No full textProject Summary
This project outlines right-wing revolutionary resistance strategies post-1945: vanguardism; the cell system; leaderless resistance; and metapolitics. It argues that metapolitics became a preferred strategy for many right-wing revolutionaries during the 2000s and early 2010s, and proposes three factors that may help explain this metapolitical turn: limited opportunities for armed resistance; a subcultural style shift; and new opportunities for promoting alternative worldviews online. Finally, it theorizes about the types of threats that may emerge in the wake of this metapolitical turn, and speculates about the likelihood of a new and more violent turn in the near future.
Data Overview
Primary data have primarily been collected online between 2012 and 2021 and consist of magazines, manuals, and online recordings in which ideological authorities discuss strategic options
S1 Mystery Powder Science Elementary Task
No full textProject Overview
In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers.
For this project, we developed eight performance-based tasks, four in mathematics and four in science, designed to be used by pre-service elementary teachers as they practice leading classroom discussions in the simulated classroom. Each task provides a scenario and specific details about the discussion, including the student learning goal, students’ background information, and what happened prior to the discussion. We also included the student work related to the mathematics problem or science investigation that was the focus within that task and a summary of important things that we wanted the pre-service elementary teachers to notice about the student work.
This specific data project includes materials for one elementary science task called Mystery Powder. In this task, a pre-service teacher leads a discussion focused on identifying a mystery powder based on its observed properties. Prior to the discussion, the class examined the properties of a collection of known powders and recorded them in a class data table. Written work showing the small groups’ claims about the mystery powder’s identity provides a starting point for the pre-service teacher to lead a discussion focused on coming to consensus about the mystery powder’s identity and the properties that are most useful to identify the mystery powder. Materials for pre-service teachers, resources for teacher educators, including sample videos, and task-specific simulation specialist training materials are included.
For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the Data Overview file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF)
S4 Changing Matter Elementary Science Task
No full textProject Overview
In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers.
For this project, we developed eight performance-based tasks, four in mathematics and four in science, designed to be used by pre-service elementary teachers as they practice leading classroom discussions in the simulated classroom. Each task provides a scenario and specific details about the discussion, including the student learning goal, students’ background information, and what happened prior to the discussion. We also included the student work related to the mathematics problem or science investigation that was the focus within that task and a summary of important things that we wanted the pre-service elementary teachers to notice about the student work.
This specific data project includes materials for one elementary science task called Changing Matter. In this task, students in small groups mixed together different combinations of substances and determined whether each combination produced a new substance. The pre-service teacher leads a discussion on the various claims each group made about whether new substances were formed and the types of evidence that can support or refute the students’ claims. Materials for pre-service teachers, resources for teacher educators, including sample videos, and task-specific simulation specialist training materials are included.
For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the Data Overview file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF)
Non Task-Specific Training
No full textProject OverviewIn this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers.
This specific data project includes materials for non-task specific simulation specialist training. A simulation specialist serves as the “human-in-the-loop” during each simulated discussion. The simulation specialist is trained to provide student responses and control the movements of the student avatars in the simulated classroom. The non-task specific training teaches simulation specialists about the five student avatars and their unique vocal and background profiles. We also provided training on specific guidelines, called simulation discussion guidelines, that include information on standard protocols we wanted all simulation specialists to follow during the discussions for how to respond to the teacher’s prompting (or lack of prompting) to engage the students in direct peer-to-peer interactions. The non-task specific training also included instruction on how to set up and use the various technology components, including how to video record the pre-service teachers’ discussion performances and how to use the shared workspace.
The task-specific simulation specialist training for each task can be found in that task's respective data project.
For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the Data Overview file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF)
M4 Eight Divided by One-Fourth Elementary Mathematics Task
No full textProject Overview
In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers.
For this project, we developed eight performance-based tasks, four in mathematics and four in science, designed to be used by pre-service elementary teachers as they practice leading classroom discussions in the simulated classroom. Each task provides a scenario and specific details about the discussion, including the student learning goal, students’ background information, and what happened prior to the discussion. We also included the student work related to the mathematics problem or science investigation that was the focus within that task and a summary of important things that we wanted the pre-service elementary teachers to notice about the student work.
This specific data project includes materials for one elementary mathematics task called Eight Divided by One-Fourth. In this task, students in small groups consider a new type of problem, dividing a whole number by a unit fraction. Prior to the discussion, students discussed a representative problem as a class and written responses in small groups. The pre-service teacher leads a discussion centered on the students’ strategies and the mathematical reasoning used in problems like this one. Materials for pre-service teachers, resources for teacher educators, including sample videos, and task-specific simulation specialist training materials are included.
For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the Data Overview file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF)