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Multilevel mixed methods research and educational psychology 多层次混合方法研究与教育心理学
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-08-12 DOI: 10.1080/00461520.2020.1793156
Matthew T. McCrudden, G. Marchand
{"title":"Multilevel mixed methods research and educational psychology","authors":"Matthew T. McCrudden, G. Marchand","doi":"10.1080/00461520.2020.1793156","DOIUrl":"https://doi.org/10.1080/00461520.2020.1793156","url":null,"abstract":"Abstract We discuss possible uses of multilevel mixed methods (M3) research in educational psychology. To begin, we describe M3 research and how such research can enable researchers to investigate potential variation at the group level and at the subgroup/individual level. We discuss why M3 research designs are well-suited to investigate contextualized, nested phenomenon in education. Then, we describe the five purposes for conducting mixed methods research and provide examples of how M3 designs can address these purposes. Next, we discuss our inquiry worldviews and how they inform our research. We describe three key assumptions (ontological realism, epistemic pluralism, and methodological eclecticism) and provide an example to illustrate how these assumptions can shape one’s research. Finally, we discuss how M3 research can be used to address equity and share several lessons we have learned as researchers who use mixed methods research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"47 1","pages":"197 - 207"},"PeriodicalIF":8.8,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88790375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Using critical race mixed methodology to explore the experiences of African Americans in education 运用批判性的种族混合方法探讨非裔美国人在教育方面的经验
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-08-12 DOI: 10.1080/00461520.2020.1793762
Jessica DeCuir-Gunby
{"title":"Using critical race mixed methodology to explore the experiences of African Americans in education","authors":"Jessica DeCuir-Gunby","doi":"10.1080/00461520.2020.1793762","DOIUrl":"https://doi.org/10.1080/00461520.2020.1793762","url":null,"abstract":"Abstract The goal of this article is to explore the relationship between a researcher’s inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In doing so, I give specific examples from my program of research. The discussion ends by my providing implications for conducting CRMM in educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"205 1","pages":"244 - 255"},"PeriodicalIF":8.8,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80379205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 23
Using state space grids to analyze teacher–student interaction over time 使用状态空间网格来分析师生之间的互动
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-08-12 DOI: 10.1080/00461520.2020.1793763
Julianne C. Turner, Andrea L. Christensen
{"title":"Using state space grids to analyze teacher–student interaction over time","authors":"Julianne C. Turner, Andrea L. Christensen","doi":"10.1080/00461520.2020.1793763","DOIUrl":"https://doi.org/10.1080/00461520.2020.1793763","url":null,"abstract":"Abstract In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher–student interaction, and its influence on a valued educational outcome, student engagement. Drawing from Complex Dynamic Systems theory, we illustrate the affordances of SSGs to study stability and change in teachers’ observed instructional practices in relation to students’ observed engagement. Examples from observed interaction over 3 years in two classrooms show that SSGs enabled us to analyze how and why particular teacher–student “systems” developed, producing optimal and non-optimal patterns for student engagement. Conclusions involve the benefits of SSGs for our research questions and research in educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"54 1","pages":"256 - 266"},"PeriodicalIF":8.8,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75775077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Using interpretive phenomenological analysis to advance theory and research in educational psychology 运用解释现象学分析推动教育心理学的理论与研究
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-07-13 DOI: 10.1080/00461520.2020.1787170
Alyssa Emery, Lynley H. Anderman
{"title":"Using interpretive phenomenological analysis to advance theory and research in educational psychology","authors":"Alyssa Emery, Lynley H. Anderman","doi":"10.1080/00461520.2020.1787170","DOIUrl":"https://doi.org/10.1080/00461520.2020.1787170","url":null,"abstract":"Abstract Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students with disabilities, and expand the theories so that they do. First, we describe how our substantive area of interest is situated within the field of educational psychology. Next, we provide an overview of IPA, including the philosophical roots, general protocol, indicators of quality, and potential challenges. Finally, we suggest ways that IPA could be used to advance the study of achievement motivation toward more equitable ends.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"31 1","pages":"220 - 231"},"PeriodicalIF":8.8,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87816928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research 用质性探究解析复杂现象:以教师身份研究为例
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-07-07 DOI: 10.1080/00461520.2020.1783265
J. Hong, Dionne Cross Francis
{"title":"Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research","authors":"J. Hong, Dionne Cross Francis","doi":"10.1080/00461520.2020.1783265","DOIUrl":"https://doi.org/10.1080/00461520.2020.1783265","url":null,"abstract":"Abstract Despite the key contributions of qualitative inquiry in developing deeper understandings of people’s lived experiences within varied contexts, the field of educational psychology has not been fully engaged in understanding, advancing, and advocating qualitative inquiry. In this article, we unpacked the processes, affordances, and challenges in conducting qualitative studies in the context of researching teacher identity. We discussed our constructionism epistemological assumptions, the kind of research questions we were proposing, and related methodological choices including longitudinal qualitative research and case study. Concrete methods to generate thick descriptions were addressed including purposeful sampling, various forms of data, and inductive analysis procedures. Questions and challenges related to trustworthiness of qualitative research and our approaches to attending to them were also discussed. This article illustrates how and why employing qualitative inquiry is beneficial for unpacking complex phenomena such as teacher identity, and contributes to advancing methodological diversity within the field of educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"68 1","pages":"208 - 219"},"PeriodicalIF":8.8,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84187047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 20
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems 对“后真相”状况的教育反应回顾:“后真相”问题的四个镜头
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-07-02 DOI: 10.1080/00461520.2020.1786388
Sarit Barzilai, C. Chinn
{"title":"A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems","authors":"Sarit Barzilai, C. Chinn","doi":"10.1080/00461520.2020.1786388","DOIUrl":"https://doi.org/10.1080/00461520.2020.1786388","url":null,"abstract":"Abstract Educators have been increasingly concerned with what can be done about “post-truth” problems—that is, threats to people's abilities to know what is true—such as the spread of misinformation and denial of well-established scientific claims. The articles and commentaries in this special issue present diverse perspectives on how “post-truth” problems related to scientific and socio-scientific issues might be educationally addressed. The goal of this introductory article is to review and analyze the educational responses to the “post-truth” condition that are reflected in this special issue and in the literature at large. We argue that these responses have employed four lenses that focus on different underlying factors related to people's ways of knowing: not knowing how to know, fallible ways of knowing, not caring about truth (enough), and disagreeing about how to know. Each of these lenses offers different explanations of how education might aggravate or mitigate “post-truth” troubles.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"57 1","pages":"107 - 119"},"PeriodicalIF":8.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89420866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 76
Disagreeing about how to know: The instructional value of explorations into knowing 关于如何认识的分歧:认识探索的教学价值
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-07-02 DOI: 10.1080/00461520.2020.1786387
C. Chinn, Sarit Barzilai, R. Duncan
{"title":"Disagreeing about how to know: The instructional value of explorations into knowing","authors":"C. Chinn, Sarit Barzilai, R. Duncan","doi":"10.1080/00461520.2020.1786387","DOIUrl":"https://doi.org/10.1080/00461520.2020.1786387","url":null,"abstract":"Abstract Events worldwide have heightened concerns that education is failing to prepare students for a “post-truth” world. A core “post-truth” challenge is the prevalence of deep epistemic disagreements: people fundamentally disagree about appropriate ways of knowing. We provide a new analysis of deep epistemic disagreements and propose an educational response based on the Apt-AIR framework of the goals of epistemic education. An apt response to deep epistemic disagreements requires that people develop individual and collective abilities to make epistemic assumptions visible, to justify and negotiate these assumptions, and to develop shared commitments to appropriate standards and processes of reasoning. To develop these meta-epistemic abilities, we propose a cluster of instructional practices and principles called explorations into knowing. We discuss empirical research showing that teachers and students can meaningfully engage in explorations into knowing and productively discuss their deep epistemic disagreements. These proposals lead to new research directions.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"24 1","pages":"167 - 180"},"PeriodicalIF":8.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87107953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 32
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science 封住后真理主义的大门:重建科学的认知权威
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-07-02 DOI: 10.1080/00461520.2020.1784012
Dorothe Kienhues, Regina Jucks, R. Bromme
{"title":"Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science","authors":"Dorothe Kienhues, Regina Jucks, R. Bromme","doi":"10.1080/00461520.2020.1784012","DOIUrl":"https://doi.org/10.1080/00461520.2020.1784012","url":null,"abstract":"Abstract Science’s role in society is being threatened, as misinterpretation and denial of scientific evidence and the rejection or ignorance of scientific expertise are gaining prominence. This endangered role of science in society is characteristic of post-truthism. To deconstruct this process, we analyze how three potential gateways allow people to discount the epistemic authority of science. These gateways are (A) the intricacies between values and evidence in science, (B) the intricacies that follow from the social nature and distribution of scientific knowledge, and (C) those that follow from the limits of science. We also outline how this gateway analysis can inform education on scientific literacy in order to protect against post-truthism. Educational measures should highlight the social and conversational nature of scientific knowledge production, because these concepts lay the foundation for learners’ and citizens’ abilities to build an informed trust in science and, in turn, actively engage in a science-based society.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"1 1","pages":"144 - 154"},"PeriodicalIF":8.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90335281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 49
Practical reasoning and decision making in science: Struggles for truth 科学中的实践推理和决策:为真理而斗争
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-07-02 DOI: 10.1080/00461520.2020.1784735
R. Duschl
{"title":"Practical reasoning and decision making in science: Struggles for truth","authors":"R. Duschl","doi":"10.1080/00461520.2020.1784735","DOIUrl":"https://doi.org/10.1080/00461520.2020.1784735","url":null,"abstract":"Abstract Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and quests for the truth. Implications are presented for how a “Context of Development” approach can address “knowledge about science” learning goals and provide a framework for embedding struggles into the design of investigations and inquiries. The goal is providing learners/citizens with opportunities to acquire and make sense of evidence and then deploy that evidence for evaluating and explaining natural and social systems.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"81 1","pages":"187 - 192"},"PeriodicalIF":8.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89003694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 14
Post-truth GPS: Detour at truth, take the long route to useful knowledge 后真理GPS:在真理上绕路，在有用的知识上走长路
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-07-02 DOI: 10.1080/00461520.2020.1784734
Iris Tabak
{"title":"Post-truth GPS: Detour at truth, take the long route to useful knowledge","authors":"Iris Tabak","doi":"10.1080/00461520.2020.1784734","DOIUrl":"https://doi.org/10.1080/00461520.2020.1784734","url":null,"abstract":"Abstract It would be easier to navigate our information world if we had a navigational system to guide us. Absent such a system, the authors of the five articles in this special issue propose different ways to help learners engage with scientific information, in light of the post-truth condition. I suggest that the contribution of these articles lies in their emphasis on encouraging deliberation-oriented practices, and in presenting a qualified view of science. I further argue that greater knowledge of this qualified science, as well as privileging science, may be necessary components. In order to have an impact on learners’ lives, I encourage adopting a framework of mastery and appropriation, and giving greater attention to issues of appropriation.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"19 1","pages":"181 - 186"},"PeriodicalIF":8.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79434134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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