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The purpose of this study was to compare and contrast frameworks for evaluating methodological rigor in single case research. Specifically, research on high-probability requests to increase compliance in young children was evaluated. Ten studies were identified and were coded using 4 frameworks. These frameworks were the Council for Exceptional Children Standards for Evidence-based Practices, What Works Clearinghouse, Risk of Bias Assessment for Single Subject Experimental Designs, and Single Case Analysis and Review Framework. Significant differences were found across frameworks, both in the rating of rigor and the study effects. Implications for determining high-quality research and effective practices are discussed. [ABSTRACT FROM AUTHOR]

At the beginning of the 1950s, when communication research was at its peak, KRACAUER coined the term "qualitative content analysis." Today, the method is one of the most frequently used social research methods in Germany. Building on KRACAUER's line of argument, in this article I identify three fields for further development of the method: first, a more qualitative type of analysis following the formation of categories and the data coding process; second, a case orientation complementing category-based analysis, which is characteristic of qualitative research but has so far played a negligible role in qualitative content analysis; third, a stronger reference to the international methodological discussion where qualitative content analysis remains a little known method. In addition, I further reflect on methodological considerations, concluding by focusing on standards and quality criteria and advocating for the continued development of methodological rigor. [ABSTRACT FROM AUTHOR]

• Teaching forecasting is difficult due to inherent levels of uncertainty. • There exists a disconnect between innovation theory and forecasting practice. • Manuals are often outdated and do not discuss modern data resources available. • Challenge-based learning helps develop critical thinking required to forecast. This discussion article contains a reflection of the challenges I encountered while teaching technological forecasting to undergraduate students. I group these challenges into three groups: the inherent uncertainty of the forecasting process, the lack of appropriate learning materials, and existing methodological inconsistencies. I discuss how these challenges appeared in my classroom, and whenever possible, how I tried to solve them. I conclude by discussing some actions that the forecasting community could undertake to facilitate both teaching and research in this field. [ABSTRACT FROM AUTHOR]

The article illustrates the approach used to teach qualitative research methods to undergraduate social work students. The model presents a narrative analysis and moves students from raw data to analytical model. However, the use of qualitative research can be a valuable access into the world of social work research. Social work students are drawn to qualitative and quantitative research methods because both are used in the literature, thus, instructors are challenged to teach both types in one course. The objective of the study is to teach rigorous methods of qualitative methodology, and to engage students who are anxious about the process of learning research methods.