Ask and Ask Again: Longitudinal Research in Jewish Education

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Jeffrey S. Kress, Sivan Zakai
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Abstract

Education is by nature a process of change and growth. “Learning” implies movement from one status to another, from “before knowing” to “now knowing.” Longitudinal research, which involves the study of the same participants at multiple points in time, thus seems very well suited to the goals of research in education and allied fields. While longitudinal studies can be purely descriptive, there is often the assumption that observed change (or stasis) can be attributed to some factor internal or external to the participants. Though it is simple enough to grasp the basic idea of longitudinal research (which we might summarize as “ask and ask again”), there are complexities in sketching the contours of the approach. For example, how many data points are needed for a longitudinal study? While “two” would be an obvious answer that is accepted in the field, there are those that argue that three or more points are needed in order to ascertain growth trajectories and overcome potential measurement error (Ployhart & Vandenberg, 2010; Wang et al., 2017). What of the interval of data collection and the timespan of the study? Terman’s controversial Study of the Gifted began (as the Genetic Study of Genius) in 1921 and remaining participants were still being followed into the twenty-first century. University of Michigan’s Panel Study of Income Dynamics, which started in 1968, claims to be the “longest running longitudinal household survey in the world” (https://psidonline.isr.umich.edu/). Looking at the other side of the timespan raises some interesting issues about the nature of the approach. One might imagine a candidate for “world’s shortest longitudinal study” to go something like this:
问再问:犹太教育的纵向研究
教育本质上是一个变化和成长的过程。“学习”意味着从一种状态到另一种状态,从“以前知道”到“现在知道”。纵向研究涉及对同一参与者在多个时间点的研究,因此似乎非常适合教育和相关领域的研究目标。虽然纵向研究可以纯粹是描述性的,但通常假设观察到的变化(或停滞)可以归因于参与者的一些内部或外部因素。虽然掌握纵向研究的基本思想很简单(我们可以将其概括为“问再问”),但在描绘该方法的轮廓时却存在复杂性。例如,纵向研究需要多少个数据点?虽然“两个”将是一个在该领域被接受的明显答案,但有些人认为,为了确定增长轨迹并克服潜在的测量误差,需要三个或更多的点(Ployhart & Vandenberg, 2010;Wang等人,2017)。数据收集的间隔时间和研究的时间跨度如何?特曼有争议的天才研究始于1921年(作为天才的基因研究),其余的参与者仍然被跟踪到21世纪。密歇根大学的收入动态小组研究始于1968年,号称是“世界上持续时间最长的纵向家庭调查”(https://psidonline.isr.umich.edu/)。从时间跨度的另一方面来看,这种方法的性质会引发一些有趣的问题。人们可能会想象“世界上最短的纵向研究”的候选人是这样的:
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来源期刊
Journal of Jewish Education
Journal of Jewish Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.70
自引率
75.00%
发文量
15
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