International Journal of Research & Method in Education最新文献_第6页

Mapping as critical qualitative research methodology 映射作为关键的定性研究方法

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International Journal of Research & Method in Education Pub Date : 2022-08-08 DOI: 10.1080/1743727X.2022.2110231

S. Marx

引用次数: 2

Narrative inquiry: Philosophical roots 叙事探究：哲学根源

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International Journal of Research & Method in Education Pub Date : 2022-08-06 DOI: 10.1080/1743727X.2022.2109875

L. M. Smith

引用次数: 6

Woman of colour feminisms as a vehicle for racially-just methodologies in educational research 有色人种女性女权主义作为教育研究中种族公正方法的载体

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International Journal of Research & Method in Education Pub Date : 2022-08-02 DOI: 10.1080/1743727X.2022.2106366

M. Pérez, Cinthya M. Saavedra, N. Jones, Paty Abril-Gonzalez

引用次数: 1

Identifying high impact school improvements using conditional mean independent correlations and growth functions 使用条件平均独立相关性和增长函数确定高影响的学校改进

IF 2

International Journal of Research & Method in Education Pub Date : 2022-07-27 DOI: 10.1080/1743727X.2022.2099826

Nicolette van Halem, I. Cornelisz, A. Daly, C. van Klaveren

{"title":"Identifying high impact school improvements using conditional mean independent correlations and growth functions","authors":"Nicolette van Halem, I. Cornelisz, A. Daly, C. van Klaveren","doi":"10.1080/1743727X.2022.2099826","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2099826","url":null,"abstract":"ABSTRACT In educational contexts where many domains subject to improvement are interdependent and causal evidence is frequently lacking it is difficult, if not impossible, for policymakers and educational practitioners to decide which domain should be invested in. This paper proposes a new method that uses Conditional Mean Independent Correlations (CMIC) and normative growth functions to inform such decision-making processes. In this paper, CMIC and growth functions are applied to data from a research-practice partnership to identify high impact improvements among domains that are considered important to the district’s mission and vision around student learning. The results point to improvement domains that administrators did not consider to be high impact improvements initially, suggesting that this method brings leaders food for thought around strategies for improvement efforts. The CMIC and growth functions moreover accommodate opportunities for policymakers and practitioners to base their decisions on theory and data, providing them with a stronger degree of decision-making authority for use of resources for improvement. Simultaneously, CMIC and growth functions enable researchers to test and further develop theoretical models on improvement efforts. Limitations and suggestions for further research are discussed.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Muscrit: towards carving a niche in critical race theory for the Muslim educational experience 穆斯克里特:为穆斯林教育经验在批判种族理论中开辟一席之地

IF 2

International Journal of Research & Method in Education Pub Date : 2022-07-25 DOI: 10.1080/1743727X.2022.2103112

N. Ali

引用次数: 2

The potential of mixed-method social network analysis for studying interaction between agency and structure in education 混合方法社会网络分析在研究教育中机构与结构相互作用中的潜力

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International Journal of Research & Method in Education Pub Date : 2022-07-25 DOI: 10.1080/1743727X.2022.2094361

N. Pantić, J. Brouwer, Laura Thomas, D. Froehlich

引用次数: 1

Insider outsider perspectives: making sense of first-year Chinese international students’ academic experience 局内人的视角:理解中国留学生第一年的学习经历

IF 2

International Journal of Research & Method in Education Pub Date : 2022-07-14 DOI: 10.1080/1743727X.2022.2099827

Haoran Zheng, A. Keary, A. Filipi

{"title":"Insider outsider perspectives: making sense of first-year Chinese international students’ academic experience","authors":"Haoran Zheng, A. Keary, A. Filipi","doi":"10.1080/1743727X.2022.2099827","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2099827","url":null,"abstract":"ABSTRACT Researcher roles as insiders and outsiders are important in qualitative studies. Yet, the roles and perspectives of insider and outsider researchers working collaboratively in transnational learning contexts have received little research attention. This paper reports on a small-scale qualitative project that explored our research collaboration as insiders and outsiders. We investigated three undergraduate Chinese international pre-service teachers’ academic experiences in one Australian university. The doctoral student researcher, as an insider who shared language and culture with the participants, undertook in-class observations and semi-structured interviews with the three participants while the outsider researchers developed and guided the overall project. In the course of data analysis, and using a reflexive lens, we were given insight into how our distinct cultural and linguistic identities and positionings steered our interpretations and enriched them as we made sense of them. In so doing we became aware of the ways in which our research plans and our own roles and dispositions were dynamically shaped and shifted as we worked with our participants and with each other. In this way, our research plan itself was changed while the process of interpreting the data became enriched and inspired confidence.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward a Critical Race RPP: how race, power and positionality inform Research Practice Partnerships 迈向关键种族RPP:种族、权力和地位如何影响研究实践伙伴关系

IF 2

International Journal of Research & Method in Education Pub Date : 2022-07-12 DOI: 10.1080/1743727X.2022.2097218

Tiera Tanksley, Cynthia Estrada

{"title":"Toward a Critical Race RPP: how race, power and positionality inform Research Practice Partnerships","authors":"Tiera Tanksley, Cynthia Estrada","doi":"10.1080/1743727X.2022.2097218","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2097218","url":null,"abstract":"ABSTRACT This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices for how to foster more transformative and racially-just research partnerships. Specifically, we use CRT to theorize a Critical Race-RPP (CR-RPP) methodology that seeks to decentre whiteness and privilege the voices and needs of People of Color and other marginalized communities within schools and academia.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45465564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage 在评估教育成果时，家庭收入是一个可靠的衡量标准吗？了解劣势指标的两个数据集（下一步和国家学生数据库）的拼图

IF 2

International Journal of Research & Method in Education Pub Date : 2022-07-04 DOI: 10.1080/1743727X.2022.2094359

N. Siddiqui, S. Gorard

{"title":"Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage","authors":"N. Siddiqui, S. Gorard","doi":"10.1080/1743727X.2022.2094359","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094359","url":null,"abstract":"ABSTRACT Robust indicators are important for identifying disadvantaged pupils in education, and for ensuring that they are rightly receiving relevant state-funded assistance. This paper compares the quality and completeness of data from England on student eligibility for free school meals (FSM) based on an administrative census, with more all-encompassing household income measures, from a smaller sample of young people. The first measure comes from the National Pupil Database (NPD), and the second from Next Steps (NS). The two datasets are linked at the individual student level. In this restricted group, FSM data is more complete (97%) than household income (47%). The bias created by missing data on income in NS calls into question its more general usefulness for analysts. FSM cannot be read neatly from income, such as referring to an income below a certain level, and vice versa. Many reportedly low-income children are not listed as FSM-eligible. However, the two values are linked, while each also provides unique information. Both measures predict attainment at school, to some extent. The paper concludes that FSM is the more practical measure at present, but also considers how access to limited income data could be made more widespread while maintaining individual data rights.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41676527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reactivity beyond contamination. An integrative literature review of video studies in educational research 超越污染的反应性。教育研究中视频研究的综合文献综述

IF 2

International Journal of Research & Method in Education Pub Date : 2022-07-01 DOI: 10.1080/1743727X.2022.2094356

L. Lahn, Kirsti Klette

{"title":"Reactivity beyond contamination. An integrative literature review of video studies in educational research","authors":"L. Lahn, Kirsti Klette","doi":"10.1080/1743727X.2022.2094356","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094356","url":null,"abstract":"ABSTRACT The growing interest in video research and new technologies for recording human interaction has stirred debates about intrusiveness and ‘reactivity’ understood as researcher-derived changes in subjects. In addition to a plethora of concepts referring to such effects in extant literature, different ontological and epistemological positions provide contrasting frameworks for interpreting and deciding on methodological guidelines. In this article we discuss these elements, that we have called ‘meta-methodological’, from the standpoints of experimental research, social-constructivism and scientific realism. We combine conceptual analysis and a literature review of video-studies in teaching in order to identify both possible traces of contesting beliefs and to provide a glance at different aspects of ‘reactivity’ that needs to be systematized in the ongoing debates. Whereas the methodological literature underline the importance of such effects, these are rarely reported in the reviewed video studies. Moreover, reactivity is seen as a minor problem in the latter, and we found few instances that validated the effects on the field and on the empirical conclusions. Our article ask for more transparency in field researchers’ judgment about reactivity and mitigating measures.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47866352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3