Technical Communication Quarterly Jan 2003

Using Focus Groups to Supplement the Assessment of Technical Communication Texts, Programs, and Courses

Philip Eubanks ; Christine Abbott

Abstract

In this article, we recommend a research methodology, focus groups, that we have found useful in supplementing other, more commonly used measures of qualitative and quantitative assessment. We explain why focus groups are particularly well suited for assessment, how we have used them in our research to examine teacher and practitioner perspectives of effective technical writing, and how others might use them for evaluating texts, programs, or courses.

Journal
Technical Communication Quarterly
Published
2003-01-01
DOI
10.1207/s15427625tcq1201_3
Open Access
Closed
Topics
technical communication

Citation Context

Cited by in this index (2)

  1. Rodrigo et al. (2017)
    Balancing Institutional Demands with Effective Practice: A Lesson in Curricular…
    Technical Communication Quarterly
  2. Abbott et al. (2005)
    How Academics and Practitioners Evaluate Technical Texts
    Journal of Business and Technical Communication

Cites in this index (0)

No references match articles in this index.

Also cites 13 works outside this index ↓
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  3. 10.1046/j.1365-2532.2001.00310.x
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CrossRef global citation count: 5 View in citation network →

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