Results 1 - 10
of
125
Toward a Definition of Mixed Methods Research
- JOURNAL OF MIXED METHODS RESEARCH 2007; 1; 112
, 2007
"... ..."
(Show Context)
Critical ethnography in education: Origins, current status and new directions
- Review of Educational Research
, 1989
"... Interpretivist movements in anthropology and sociology have recently merged with neo~Marxist and feminist theory to produce a unique genre of research in the field of education known as "critical ethnography. " Critical ethnographers seek research accounts sensitive to the dialectical rela ..."
Abstract
-
Cited by 79 (1 self)
- Add to MetaCart
Interpretivist movements in anthropology and sociology have recently merged with neo~Marxist and feminist theory to produce a unique genre of research in the field of education known as "critical ethnography. " Critical ethnographers seek research accounts sensitive to the dialectical relationship between the social structural con-straints on human actors and the relative autonomy of human agency. Unlike other interpretivist research, the overriding goal of critical ethnography is to free individ-uals from sources of domination and repression. This review traces the development of critical ethnography in education, including a brief discussion of its view of validity; discusses its current status as a research genre; and describes criticisms and suggests new directions. Critical ethnography in the field of education is the result of the following dialectic: On one hand, critical ethnography has grown out of dissatisfaction with social accounts of "structures " like class, patriarchy, and racism in which real human actors never appear. On the other hand, it has grown out of dissatisfaction with cultural accounts of human actors in which broad structural constraints like
Ways of Evaluating Teacher Cognition: Inferences Concerning the Goldilocks Principle
- Review of Educational Research
, 1990
"... Although research on teacher cognition is no longer in its infancy, it has largely failed to affect the ways in which programs and teachers are evaluated. In accordance with what Raths and Katz (1985) call the Goldilocks Principle, the notion of teacher cognition may simply be "too big " ( ..."
Abstract
-
Cited by 75 (0 self)
- Add to MetaCart
Although research on teacher cognition is no longer in its infancy, it has largely failed to affect the ways in which programs and teachers are evaluated. In accordance with what Raths and Katz (1985) call the Goldilocks Principle, the notion of teacher cognition may simply be "too big " (too general and vague) for mundane application. This review was designed to compare alternative approaches to the evaluation of teacher cognition and to consider ways in which the literature of this subfield may be discouraging its application. Teacher cognition is defined as pre- or inservice teachers ' self-reflections; beliefs and knowledge about teaching, students, and con-tent; and awareness of problem-solving strategies endemic to classroom teaching. This paper describes and critiques five different approaches to the evaluation of teacher cognition: (a) direct and noninferential ways of assessing teacher belief, (b) methods that rely on contextual analyses of teachers ' descriptive language, (c) taxonomies for assessing self-reflection and metacognition, (d) multimethod evalu-ations of pedagogical content knowledge and beliefs, and (e) concept mapping. In the final section, ambiguities and paradoxes inherent in this literature are discussed,
The validity issue in mixed research.
- Research in the Schools,
, 2006
"... This paper is focused on validity in mixed methods research or what we refer to more broadly as mixed research. However, to understand the validity issue (i.e., quality) in mixed research, a brief review of some related discussions in quantitative and qualitative research will be helpful for orient ..."
Abstract
-
Cited by 48 (6 self)
- Add to MetaCart
This paper is focused on validity in mixed methods research or what we refer to more broadly as mixed research. However, to understand the validity issue (i.e., quality) in mixed research, a brief review of some related discussions in quantitative and qualitative research will be helpful for orientation. Because these issues have been discussed elsewhere in great detail, we provide only brief summaries of those literatures, but first we want to make a few introductory comments about our general approach to research validity or quality. We try to take a "middle of the road" position, seeing some truth and insight to be gained from multiple perspectives. Our approach is only one among many, and we recommend that readers examine additional perspectives as more work is carried out in this emerging area in mixed methods research as well as in the more traditional areas of qualitative and quantitative research quality. The "validity" issue, at least as we use the term, is not about singular truths, and it certainly is not limited to quantitative measurement; rather, by validity we mean that a research study, its parts, the conclusions drawn, and the applications based on it can be of high or low quality, or somewhere in between. Research needs to be defensible to the research and practice communities for whom research is produced and used. The arbiters of research quality will be the research stakeholders, which means that the quality or validity issue can have subjective, intersubjective, and objective components and influences. At the same time, research is something about which we can "rationally" speak, and usually, after considering our external and our internal or epistemic standards, we can meaningfully assert that some research is of higher quality for certain purposes than is other research We aim our sense of justification at the research community that sees many advantages to sometimes using both qualitative and quantitative research in their single or highly related sets of research studies. One of the exciting results of much mixed research is that in a single study practical questions can be addressed, different perspectives can be examined, and if well documented, practitioners can obtain some sense of what might be useful in their local situations. We do not want to oversell mixed research, however; the evidence will be in the results. If mixed research produces useful results over time, as well as useful theory, then progress will have been made. We agree with Kurt Lewin's statement that "There is nothing so practical as a good theory" (Lewin, 1952, p. 169), and we hope that all researchers, including mixed researchers, will attempt to produce good theories and other research works. Validity in Quantitative Research In quantitative research, discussions of "validity" have been common and the importance of validity has been long accepted, and this is well documented in the literature. Building on the seminal works of Campbell and Stanley Another very important work in validity in quantitative research is found in Shadish, Validity in Qualitative Research In the qualitative research paradigm, a primary focus is for researchers to capture authentically the lived experiences of people. As noted by 2 Denzin and Lincoln (2005) also argue for "a serious rethinking of such terms as validity, generalizability, and reliability, terms already retheorized in postpositivist…, constructivist-naturalistic…, feminist…, interpretive…, poststructural…, and critical…discourses. This problem asks, 'How are qualitative studies to be evaluated in the contemporary, poststructural moment? '" (pp. 19-20). 3, 4 Part of their solution to the "validity issue" has been to reconceptualize traditional quantitative validity concepts and to use labels that are more acceptable to qualitative researchers Another useful classification for validity in qualitative research was provided by
Online Learning: From Information Dissemination to Fostering Collaboration
- Journal of Interactive Learning Research
, 2001
"... In this article the trajectory of an online course in which graduate students collaboratively investigated and shared their personal experiences with respect to adult development is described. For this study, naturalistic inquiry was used to gain a holistic view of this semester-long course and to i ..."
Abstract
-
Cited by 33 (2 self)
- Add to MetaCart
(Show Context)
In this article the trajectory of an online course in which graduate students collaboratively investigated and shared their personal experiences with respect to adult development is described. For this study, naturalistic inquiry was used to gain a holistic view of this semester-long course and to identify the specific emergent issues that characterized course dynamics. Using open, axial, and, to a lesser degree, selective coding, the following three issues were selected for further discussion: (a) flexibility of course to accommodate participants; (b) co-construction of meaning through the sharing of personal experiences; and (c) the expression of vulnerability and personal growth. This course provided evidence that online courses can support deep learning about content, open sharing about personal experiences, and the development of a sense of camaraderie among participants. Students readily
Myth 94: Qualitative health researchers will agree about validity
- Qualitative Health Research
, 2001
"... In a recent editorial, Morse warned against qualitative health researchers turning their backs on fundamental concepts such as validity and called on them to think, reconsider, and undo. With a view to stimulating further dialogue, in this article the author explores where this thinking, reconsideri ..."
Abstract
-
Cited by 18 (0 self)
- Add to MetaCart
(Show Context)
In a recent editorial, Morse warned against qualitative health researchers turning their backs on fundamental concepts such as validity and called on them to think, reconsider, and undo. With a view to stimulating further dialogue, in this article the author explores where this thinking, reconsidering, and undoing might take us in relation to the concept of validity. Four perspectives on this issue are presented for discussion: the replication, parallel, diversi-fication, and letting-go perspectives. Each is seen as worthy of consideration in its own right, and it is suggested that coexistence of the perspectives is possible despite their differences. The implications of various forms of coexistence are discussed in relation to the problem of criteria. It is recommended that qualitative health researchers learn to judge a variety of approaches in different but appropriate ways. Good editorials are often provocative. This, I believe, was the intention ofMorse (1999) when she wrote “Myth 93: Reliability and Validity Are Not Rel-evant to Qualitative Inquiry. ” Morse expressed her concerns as follows: The argument goes like this. To state that reliability and validity are not pertinent to qualitative inquiry places qualitative research in the realm of being not reliable and not valid. Science is concerned with rigor, and by definition, good rigorous research
Educational computer use in leisure contexts: A phenomenological study of adolescent’s experiences at internet cafes
- American Educational Research Journal
, 2009
"... Computer use is a widespread leisure activity for adolescents. Leisure contexts, such as Internet cafés, constitute specific social environments for computer use and may hold significant educational potential. This article reports a phe-nomenological study of adolescents ’ experiences of educational ..."
Abstract
-
Cited by 9 (1 self)
- Add to MetaCart
(Show Context)
Computer use is a widespread leisure activity for adolescents. Leisure contexts, such as Internet cafés, constitute specific social environments for computer use and may hold significant educational potential. This article reports a phe-nomenological study of adolescents ’ experiences of educational computer use at Internet cafés in Turkey. The purposes of the study were to understand and describe the phenomenon in depth and arrive at the essence of adolescents’ experiences with the phenomenon. Data were collected through series of in-depth phenomenological interviews with six adolescents and analyzed using phenomenal analysis. The results include potential benefits of Internet cafés as specific social leisure contexts of educational computer use for adolescent development. Implications for designing and studying computer-based informal learning environments are presented.
Enhancing Success in American Indian Students: Participatory Research at Akwesasne as Part of the Development of a Culturally Relevant Curriculum.
"... Efforts to improve schooling under the banner of raising standards are taking hold throughout New York State. The emphasis on standards means that all students must meet a range of expectations held by the standards designers. But is there a chance that the rhetoric about standards can improve the e ..."
Abstract
-
Cited by 9 (0 self)
- Add to MetaCart
(Show Context)
Efforts to improve schooling under the banner of raising standards are taking hold throughout New York State. The emphasis on standards means that all students must meet a range of expectations held by the standards designers. But is there a chance that the rhetoric about standards can improve the education of American Indian children? Given the enormous disparities in the cultural conditions of Aboriginal students, the attainment of standards suggests necessary structural changes in the curriculum, instructional methods and materials, and the standards used to judge performance. This paper looks more closely at the utilization of participatory research in a curriculum development and teaching project that addresses the intercultural or interethnic needs of American Indian students. The paper addresses itself to examining the crisis of the education of Aboriginal children and to developing a new school orientation that sees Aboriginal educational endeavors in a new light. The contexts and arguments suggest that whereas Aboriginal perspective to learning is useful in redefining old problems and proposing fresh alternatives, there are some grounds for careful optimism about what might be possible.
Popular white teachers of Latina/o kids: The strengths of personal experiences and the limitations of Whiteness
- Urban Education
, 2008
"... This article presents a year-long qualitative study conducted in an “urban” high school, where 77 % of the students were Latina/o and 100 % of the teachers were White. A teacher in the school, the author studied four popular teachers for the (a) ways they could relate to students, (b) ways they coul ..."
Abstract
-
Cited by 7 (0 self)
- Add to MetaCart
(Show Context)
This article presents a year-long qualitative study conducted in an “urban” high school, where 77 % of the students were Latina/o and 100 % of the teachers were White. A teacher in the school, the author studied four popular teachers for the (a) ways they could relate to students, (b) ways they could not relate, and (c) influences of teachers ’ Whiteness on relating. Findings show that teachers could relate to students through personal experiences but not through race or culture. Most teachers held exceedingly deficit views about the students ’ home lives, cultures, and families. Implications for the education of Latina/o schoolchildren are discussed.
Pearls, Pith and Provocation: Evaluating Interpretive Inquiry: Reviewing the Validity Debate and Opening the Dialogue." Qualitative Health Research
, 2000
"... Designing and carrying out effective and valid research are the desired goals of all research-ers, and demonstrating the trustworthiness of one’s dissertation research is a requirement for all doctoral candidates. For qualitative researchers, reaching the desired goal and meeting the requirement of ..."
Abstract
-
Cited by 5 (0 self)
- Add to MetaCart
Designing and carrying out effective and valid research are the desired goals of all research-ers, and demonstrating the trustworthiness of one’s dissertation research is a requirement for all doctoral candidates. For qualitative researchers, reaching the desired goal and meeting the requirement of trustworthiness become particularly problematic due to the considerable debate about what it means to do valid research in the field of qualitative inquiry. This article reviews the various approaches to the validity problem in the hope of turning this debate into a dialogue. Validity is traced from its origins in the realist ontology and foundational episte-mology of quantitative inquiry to its reformulations within the lifeworld ontology and non-foundationalism of interpretive human inquiry. Various recent qualitative approaches to validity are considered, and interpretive reconfigurations of validity are reviewed. Interpre-tive approaches to validity are synthesized as ethical and substantive procedures of validation. Until recently in the social sciences, the issue of how we arrive at valid knowl-edge has involved a debate between the proponents of quantitative proce-dures and those who preferred a qualitative approach. For a time, qualitative meth-ods were accepted only as an exploratory approach to inquiry that required further validation by quantitative methods (Leininger, 1992). Presently, there seems to be at least tacit agreement that some aspects of human experience cannot be understood through reductionistic measures (Giorgio, 1992; Mishler, 1990). The major debate now hinges on the issue of validity. Proponents of positivist quantitative research regularly imply that qualitative, especially interpretivist, approaches to human inquiry are so rife with threats to validity that they are of no scientific value. In the debate over legitimacy, the validity of qualitative research findings has become “the most controversial issue ” (Bailey, 1997, p. 21). This article reviews the various approaches to the problem of validity in the hope of turning this debate into a dia-logue, and it traces validity from its origins in the realist ontology and foundational