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1.
Michael P. O’Malley Nina Asher Brandon L. Beck Colleen A. Capper Catherine A. Lugg Jason P. Murphy 《International journal of qualitative studies in education》2018,31(7):572-594
This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer. 相似文献
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Mixed methods research has the potential to advance theory and enhance the usefulness of research findings. However, the success of a mixed methods research inquiry is tied to how well researchers integrate the quantitative and qualitative strands, and to how well researchers address the standards for quality in quantitative, qualitative, and mixed methods. In this introduction article, we define mixed methods research and discuss what mixed methods research can offer to the field of educational psychology. Then we consider what constitutes integration and rigor in mixed methods research and describe three core mixed methods research designs. Following this overview, we briefly introduce each article to this special issue, along with the commentary by Vicki Plano Clark. We also discuss how the use of mixed methods can help address common educational problems including: (a) identifying and exploring socially-situated and contextualized learning processes; (b) providing insights into differences across individuals with respect to educational outcomes; and, (c) building instruments that reflect the experiences of individuals who will be assessed by these instruments. Finally, we close with thoughts on the future of mixed methods research. 相似文献
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Nataša Pantić 《International Journal of Research & Method in Education》2017,40(4):329-344
This paper illustrates a new way of working collaboratively on the development of a methodology for studying teacher agency for social justice. Increasing emphasis of impact on change as a purpose of social research raises questions about appropriate research designs. Large-scale quantitative research framed within externally set parameters has often been criticised for its limited potential for capturing the contexts and impacting change, while smaller, locally embedded, mostly qualitative inquiries have been questioned on the grounds of their limited generalizability and sometimes compromising research rigour. New ways of working collaboratively are increasingly explored as a way of reconciling research rigour and impact. The paper presents the procedures for designing a study that is both methodologically rigorous and potentially impactful. Twelve researchers, practitioners and policy-makers in Scotland were extensively involved in designing a mixed-method study of teacher agency for social justice. The Critical Communicative Methodology was employed to establish egalitarian dialogue between researchers and practitioners. The procedures and the resulting research tools can be used in future studies, including large-scale quantitative analysis. The paper discusses the challenges of ownership, choice of methods, and knowledge transfer, that need to be addressed in these ways of working. 相似文献
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Cristineide Leandro-França Sheila Giardini Murta Douglas A. Hershey Leonardo Barbosa Martins 《Educational gerontology》2013,39(7):497-512
ABSTRACTThe objective of this integrative literature review was to evaluate the quality of retirement planning programs described in the extant literature. This was accomplished through a qualitative analysis of methodological and efficacy criteria as described by Flay et al. (2005), Kazdin (2010, 2011 and Murta (2005). Several databases were consulted in searching for retirement program articles including: Academic Search Premier, Medline, PsycInfo, and Web of Science, among others. Retirement planning intervention articles published in English, Portuguese, and Spanish were considered, with a focus on their evaluation methods and results. Eleven studies were identified that described the procedures for both program implementation and intervention evaluation. Results revealed methodological shortcomings in the papers reviewed, with concerns being related to a lack of experimental or quasiexperimental approaches, a failure to use previously validated measurement instruments and longitudinal assessments, and insufficiently robust data analysis procedures. That said, however, there was evidence from multiple investigations that the intervention programs examined led to increases in knowledge, positive changes in attitudes linked to retirement, and an increase in retirement-linked planning and preparation behaviors. Identification of strengths and weaknesses in the methods used and efficacy of these interventions could facilitate the construction of a research agenda aimed at promoting more favorable research designs. Use of more rigorous designs would stand to improve the internal validity of these retirement programs and, consequently, progress in this field. 相似文献
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The field of instructional design and technology (IDT) aims to understand the interactions occurring among people and learning resources during educational experiences to inform design. This article illustrates the utility of mobile eye-tracking for research with children as a tool for IDT researchers and practitioners. Mobile eye-tracking can collect precise information concerning the learners’ visual attention and interactions in authentic environments, unlike traditional eye-tracking using a laboratory or stationary computer. Mobile eye-tracking also can be used effectively in out-of-school settings where learners walk around and interact with diverse resources. By presenting a qualitative interaction analysis, we illuminate how mobile eye-tracking supports investigating explorations in a hands-on museum. The analysis shows patterns of visual and bodily interactions with exhibits and with family members. Implications include how mobile eye-tracking can contribute to a researcher’s understanding of the child’s idiosyncratic viewpoint to examine in detail learners’ interactions and educational resources’ affordances at various educational settings. 相似文献
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Robert Bodily Heather Leary Richard E. West 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):64-79
Using the online Scopus database, we retrieved all instructional design and technology (IDT) scholarship between 2007 and 2017 across 65 journals. In this paper, we analyzed the research and trends in this corpus of IDT scholarship and investigated the top cited papers, keywords, authors, publishing countries and publishing universities. We also analyzed the effect of collaboration on citation numbers as well as how journal citation metrics differ across databases (eg, Scopus, Google Scholar). The field of IDT is broad and diverse, and this paper plays an important role in providing a glance into the past to understand scholarship trends. Knowing our history can help us reassess where we should go moving forward as the field continues to grow in the 21st century. 相似文献
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Irenka Suto 《Educational Measurement》2012,31(3):21-30
Internationally, many assessment systems rely predominantly on human raters to score examinations. Arguably, this facilitates the assessment of multiple sophisticated educational constructs, strengthening assessment validity. It can introduce subjectivity into the scoring process, however, engendering threats to accuracy. The present objectives are to examine some key qualitative data collection methods used internationally to research this potential trade‐off, and to consider some theoretical contexts within which the methods are usable. Self‐report methods such as Kelly's Repertory Grid, think aloud, stimulated recall, and the NASA task load index have yielded important insights into the competencies needed for scoring expertise, as well as the sequences of mental activity that scoring typically involves. Examples of new data and of recent studies are used to illustrate these methods’ strengths and weaknesses. This investigation has significance for assessment designers, developers and administrators. It may inform decisions on the methods’ applicability in American and other rater cognition research contexts. 相似文献
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F. A. Hellebrandt 《Quest (Human Kinetics)》2013,65(1):43-58
Recently, the study of sport and sport-related behavior has become of particular interest to scientists. As the field of physical education expands, various subdisciplines have emerged which generally employ conventional research methods. The purpose of the present paper is to suggest that in addition to the traditional experimental method, sport researchers can find valuable use for non-experimental methodologies. These techniques, which are currently underused in sport research, can facilitate the study of questions that are applied in nature. Several designs and alternatives are presented and reviewed, including time series designs, multiple baseline case designs, and field experiments. Specific examples from sport situations are provided to demonstrate the potential usefulness of these designs in the applied setting. Recommendations for integrating basic and applied research orientations are also discussed. This dualistic approach is viewed as an essential function for a maturing field of study. 相似文献
11.
Hanne Riese Akylina Samara Sølvi Lillejord 《International journal of qualitative studies in education》2013,26(5):601-624
Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance of peer learning and a large amount of research on collective learning practices, questions regarding the quality of peer interaction, and how peer relations influence learning, are not well elaborated. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learning as fundamentally social. Inspired by meta-ethnography an integrative analysis across seven qualitative studies was accomplished. The approach enabled an investigation of peer interactions in different educational settings. The analysis elaborates on how instructional designs and students’ relational knowledge mediate interaction in peer learning. The paper further discusses the potential of approaches synthesising qualitative studies as a tool in qualitative research. 相似文献
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It is widely assumed that most entering MSW students exhibit a primary interest in individual clinical practice but minimal understanding of or interest in welfare policy knowledge. However, this assumption is mostly based on attitudes before and at the beginning of encountering social welfare courses. Using a mixed-methods approach of both qualitative and quantitative methods, we studied the impact of a social welfare history and policy course on MSW students' perspectives and interests. We found that the course impacted students' understanding of and approach to their professional roles as well as to their own lives as citizens. These findings hold implications for social work education curriculum designs as well as for future research in social work teaching and education. 相似文献
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Human performance technology (HPT) is having a significant impact on the field of instructional design and technology (IDT), and many IDT graduate programs now offer training in HPT to their students. However, some IDT programs may be struggling with the extent to which they should incorporate the principles and techniques of HPT into their courses. To provide some determination of which specific skills and competencies in HPT graduates of IDT programs should have, an online survey was administered to 24 IDT faculty members and 45 members of local chapters of the International Society for Performance Improvement and the American Society for Training and Development. Respondents rated the importance of HPT competencies for graduates of IDT programs. Results suggest strong support for the inclusion of HPT concepts in the curricula of IDT graduate programs. Implications of these results for IDT graduate programs, as well as for distinguishing HPT as a field of specialization separate from IDT, are discussed. 相似文献
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Although it is sometimes recommended that performance improvement (PI) professionals include experimental research designs in their repertoire of PI tools and methods, it has been long understood that experimental designs can be difficult to implement due to impediments resulting from the complex nature of the organizational settings. However, the utilization of case study research has proven to be an effective alternative to aid in the identification of strengths and opportunities for the improvement of organizational procedures, policies, processes, or programs. Case study research helps managers and practitioners make sense of real world problems. This article presents a summary of steps in the design of case study research and provides examples of how these methods have been used within organizational settings. Implications for PI practitioners are provided. 相似文献
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Heather Powell Stephanie Mihalas Anthony J. Onwuegbuzie Shannon Suldo Christine E. Daley 《Psychology in the schools》2008,45(4):291-309
This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the current state of affairs with respect to mixed methods designs in school psychology research is illustrated through a mixed methods analysis of the types of empirical studies published in the four leading school psychology journals between 2001 and 2005. Only 13.7% of these studies were classified as representing mixed methods research. We conclude that this relatively small proportion likely reflects the fact that only 3.5% of graduate‐level school psychology programs appear to require that students enroll in one or more qualitative and/or mixed methods research courses, and only 19.3% appear to offer one or more qualitative courses as an elective. Finally, the utility of mixed methods research is illustrated by critiquing select monomethod (i.e., qualitative or quantitative) and mixed methods studies conducted on the increasingly important topic of bullying. We demonstrate how using mixed methods techniques results in richer data being collected, leading to a greater understanding of underlying phenomena. © 2008 Wiley Periodicals, Inc. 相似文献
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薛野 《洛阳师范学院学报》2014,(11):57-59
利用一般防火墙不会禁止从计算机内部主动向外部的连接,以及不会禁止关键进程svchost.exe的特点,设计并实现了一个能穿越防火墙的木马程序,具有一定的研究价值. 相似文献
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Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal model and the approaches recently taken by two research teams and contrasts these with another recent nine‐partner comparative European study that used ethnographic methods. We then describe the analytical procedures used in the project, which encouraged participant observation and individual researcher interpretation in order to generate grounded accounts and outline how they were culturally sensitive and meaningful to research teams who used varied analytical approaches. However, this raised difficult issues for the ‘final’ analysis and the production of a loosely coupled research report. Our pragmatic solution was a process of ‘qualitative synthesis’ whereby individual partner reports were collated by the Project Director and treated as data and a grounded theory approach was applied to generate tentative theory in respect of creative learning. The paper concludes by arguing that data generated by a loosely coupled approach to qualitative comparative research which uses a wide range of data collection methods can be effectively analysed with a qualitative synthesis. 相似文献
19.
论定量与定性研究的结合问题及其对我国心理学研究的启示 总被引：14，自引：0，他引：14
定性与定量研究是社会科学研究领域中的两大主要范式 ,二者既存在较大的差别 ,但是也互相联系 ,具有结合的可能性。定性与定量研究的结合可以在研究视角、研究设计、具体研究方法等不同层面结合 ,从此发挥两类范式的各自优点 ,组成最适合研究所需的混合研究模式。与国际心理学研究先进水平相比 ,我国心理学研究在定量与定性两方面均存在较大的差距 ,两种研究范式之间又缺乏交流与借鉴 ,这极大地限制了我国心理学研究的进一步整合。因此 ,在当前对定性与定量研究的结合问题进行探讨对于我国心理学的今后发展无疑具有重大的意义与迫切性 相似文献
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The purpose of this study was to analyze how instructors designed courses for scholarship of teaching and learning initiatives. The case studies and qualitative analyses of the data revealed that some instructors are approaching teaching as an investigative process. Informed by multiple assessment methods, the participating instructors explored how changes in course designs can improve student learning and development. The results of this study illustrate that these instructors reflected on their course designs and emphasized the quality of student learning and its improvement, which helps to address the public's expectations of higher education institutions as centers of academic excellence. 相似文献