International Journal of Research & Method in Education最新文献_第7页

We may be listening but are we ready to hear? A reflection of the challenges encountered when seeking to hear the educational experiences of excluded young people within the confines of the English education system 我们也许在倾听，但我们准备好倾听了吗?反映了在英国教育体系范围内寻求听到被排斥的年轻人的教育经历时所遇到的挑战

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International Journal of Research & Method in Education Pub Date : 2022-06-30 DOI: 10.1080/1743727X.2022.2093848

Marie Caslin

{"title":"We may be listening but are we ready to hear? A reflection of the challenges encountered when seeking to hear the educational experiences of excluded young people within the confines of the English education system","authors":"Marie Caslin","doi":"10.1080/1743727X.2022.2093848","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2093848","url":null,"abstract":"ABSTRACT When undertaking research with young people in educational contexts researchers are likely to encounter many challenges. This paper is a discussion of the barriers encountered by a researcher who sought to capture the educational journeys of excluded young people. The study aimed to move beyond young people simply participating in research to develop innovative and creative research methods to empower them to share their stories. Whilst there is increased recognition of the need to listen to the voices of young people, adults need to be willing to hear. This paper will include a reflection of the role adults can play in silencing the voices of young people. There will be a particular focus on the ethical dilemma’s encountered specifically the role of gatekeepers, location of the study, whose voices are being heard and the role of the researcher. Young people have a desire to be heard, although researchers can seek to provide space for stories to be shared, they need to acknowledge the ‘messiness’ that comes with voice research and to be reflexive in their accounts of the research process. This paper will offer a reflection of the lessons learnt on a journey into the realm of pupil voice.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47589599","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

Lessons learned from adapting a quantitative to an emergent mixed methods research design in Pakistan during COVID-19 新冠肺炎期间巴基斯坦采用定量与新兴混合方法研究设计的经验教训

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International Journal of Research & Method in Education Pub Date : 2022-06-30 DOI: 10.1080/1743727X.2022.2094358

Afaq Ahmed, Sajid Ali

引用次数: 0

Decoding the data dichotomy: applying QuantCrit to understand racially conscience intersectional meta-analytic research 解读数据二分法:应用QuantCrit来理解种族意识交叉元分析研究

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International Journal of Research & Method in Education Pub Date : 2022-06-30 DOI: 10.1080/1743727X.2022.2093847

J. Young, Jemimah L. Young

{"title":"Decoding the data dichotomy: applying QuantCrit to understand racially conscience intersectional meta-analytic research","authors":"J. Young, Jemimah L. Young","doi":"10.1080/1743727X.2022.2093847","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2093847","url":null,"abstract":"ABSTRACT Our purpose is to proffer QuantCrit methodological approaches to interrogate notions of statistical practice by convention. We present two approaches to meta-analysis and mean effect size calculations for student achievement. The first approach is the conventional approach which applies between-group differences to calculate effect sizes representing achievement gaps. The second approach is commonly referred to as a single-group summary meta-analysis within the medical literature, which calculates within-group mean differences referred to here as student growth. In the conventional study, 39 independent effect sizes were combined to produce an overall mean difference effect size of −.85, which indicated that the average difference in performance between Black and White girl literacy was almost one standard deviation. The second approach summarized the mean differences from 33 effect sizes using the previous administration year as the comparison group. A statistically significant mean difference of .09 was observed for the QuantCrit approach. Our study contributes to the literature on racially just epistemologies by providing concurrent analyses of meta-analytic data to expose the unique features of QuantCrit that make it distinct from traditional approaches to Quantitative research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42528266","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

Capturing life as it is truly lived? Improving diary data in educational research 捕捉真实的生活?改进教育研究中的日记数据

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International Journal of Research & Method in Education Pub Date : 2022-06-28 DOI: 10.1080/1743727X.2022.2094360

H. Arndt, H. Rose

{"title":"Capturing life as it is truly lived? Improving diary data in educational research","authors":"H. Arndt, H. Rose","doi":"10.1080/1743727X.2022.2094360","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094360","url":null,"abstract":"ABSTRACT Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell ‘the teacher what they wanted to read’. In the second example, the researcher used the diaries to collect data on out-of-class learning among language students in Germany. Engagement with the diaries was initially low but improved substantially after daily reminders were sent via mobile phone. Nonetheless, results revealed a possible self-selection bias. Both examples highlight the value in making adaptations to diary methods as the research context necessitates, so that researchers can take into account issues that might distort or produce misleading data.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41399433","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

Two methods for quantifying similarity between textbooks with respect to content distribution 两种量化教科书内容分布相似性的方法

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International Journal of Research & Method in Education Pub Date : 2022-06-28 DOI: 10.1080/1743727X.2022.2093846

Jöran Petersson, Judy Sayers, Paul Andrews

{"title":"Two methods for quantifying similarity between textbooks with respect to content distribution","authors":"Jöran Petersson, Judy Sayers, Paul Andrews","doi":"10.1080/1743727X.2022.2093846","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2093846","url":null,"abstract":"ABSTRACT Measures of association, which typically require pairwise data, are widespread in many aspects of educational research. However, due to the need to reduce their content to equal numbers of units of analysis, they are rarely found in the analysis of textbooks. In this paper, we present two methods for overcoming this limitation, one through the use of disjoint sections and the other through the use of overlapping moving averages. Both methods preserve the temporal structure of data and enable researchers to calculate a measure of association which, in this case, is the complementary Euclidean average distance, as an indicator of the books’ similarity. We illustrate these approaches by means of a comparative analysis of three commonly-used English and Swedish mathematics textbooks. Analyses were focused on individual tasks, which had all been coded according to the presence or absence of particular characteristics. Both methods produce nearly identical results and are robust with respect to both densely and sparsely occurring characteristics. For both methods, widening the aggregation window results in a slightly increased level of quantified similarity, which is the result of the ‘smoothing effect’. We discuss the relation between the window width and the choice of research question.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46857586","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

Bernstein’s theoretical – empirical dialectic as a methodological basis for uncovering the social relations of pedagogic communication about family–school partnerships in the initial teacher education curriculum 伯恩斯坦的理论-经验辩证法为揭示初级教师教育课程中家庭-学校伙伴关系的教学交流的社会关系提供了方法论基础

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International Journal of Research & Method in Education Pub Date : 2022-06-27 DOI: 10.1080/1743727X.2022.2094357

K. Williams

{"title":"Bernstein’s theoretical – empirical dialectic as a methodological basis for uncovering the social relations of pedagogic communication about family–school partnerships in the initial teacher education curriculum","authors":"K. Williams","doi":"10.1080/1743727X.2022.2094357","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094357","url":null,"abstract":"ABSTRACT This paper demonstrates how the orientation of trainee teachers to messages relayed about an aspect of practice can be specified if a dialectic is kept between the theoretical and the empirical, in accordance with principles developed by Basil Bernstein. Bernstein’s methodology has the capacity to establish subtle understandings of how practices are recognized by exposing the different constellations of social relations structuring modalities of pedagogic communication. Practices designed for use during initial teacher education (ITE) to encourage trainees to commit to development of family–school partnerships (FSP) are used to illustrate the utility of Bernstein’s approach. The message ITE providers relay about FSPs has a direct bearing on trainees’ knowledge, competences, values, and attitudes. How they recognize the legitimate message relayed has implications for their future practice. ITE providers should be concerned with identifying the social relations of pedagogic communication to determine whether a mode exists that will increase the likelihood of trainees adopting practices that make the establishment of FSPs more likely. The origins and originality of Bernstein’s work is discussed and examples from research on FSPs are embedded into his methodology to illustrate how it serves as a framework with which to inform the design of ITE curricula.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44204767","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

Learning and being in community: a Latina feminist holistic approach to researching where we live 学习和融入社区:拉丁女性主义研究我们居住地的整体方法

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International Journal of Research & Method in Education Pub Date : 2022-05-27 DOI: 10.1080/1743727X.2022.2043842

Gilda L. Ochoa

引用次数: 1

Methodologically disrupting Whiteness: a critical race case for visual-elicited focus groups as cultural responsiveness 方法论颠覆白人：视觉引发的焦点群体作为文化反应的一个关键种族案例

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International Journal of Research & Method in Education Pub Date : 2022-05-27 DOI: 10.1080/1743727X.2022.2043844

Michael W. Moses II

{"title":"Methodologically disrupting Whiteness: a critical race case for visual-elicited focus groups as cultural responsiveness","authors":"Michael W. Moses II","doi":"10.1080/1743727X.2022.2043844","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2043844","url":null,"abstract":"ABSTRACT In the twenty-first century, visual media are an undeniable component of everyday culture and sensemaking of race, yet when studying racism in education, researchers rarely centre the visual in their methods and analysis. This trend is alarming considering how racialised messages and violence (e.g. the murder of George Floyd) are routinely circulated at unprecedented rates across information technologies including YouTube, Twitter, and Tik Tok. This paper’s purpose is therefore twofold: I use critical race theory to critique the underuse of visual methods for the study of race and racism as a methodological trend reaffirming Whiteness in education. I then draw upon Jori N. Hall’s culturally responsive focus groups to highlight an exemplar study’s use of visual-elicited focus groups as a culturally responsive tool to methodologically disrupt Whiteness’ hold on social science enquiry. I conclude by discussing the affordances of this visual methodological innovation for the study of race and racism. Considerations for future use and implications complete this conceptual paper’s discussion of methodologically disrupting Whiteness in education research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45640227","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: 2

Testimonio at work: the power of Malintzin researchers Testimonio在工作：马林津研究人员的力量

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International Journal of Research & Method in Education Pub Date : 2022-05-21 DOI: 10.1080/1743727X.2022.2076829

Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, Karla O’Donald

引用次数: 1

Racially-just epistemologies and methodologies that disrupt whiteness 破坏白人的种族正义认识论和方法论

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International Journal of Research & Method in Education Pub Date : 2022-05-18 DOI: 10.1080/1743727X.2022.2073141

S. Rizvi

{"title":"Racially-just epistemologies and methodologies that disrupt whiteness","authors":"S. Rizvi","doi":"10.1080/1743727X.2022.2073141","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2073141","url":null,"abstract":"correspondences and pic-tures. These practices helped Camargo document a counternarrative of communities of colour as well as allowing participants to become collaborators and writers of their own histories. Both Escobedo and Camargo, through their research methodologies, show us how neutrality and ‘ objectivity ’ can often marginalise communities of colour because they are excluded from research processes, and that drawing on CRFP, they can e ﬀ ectively ‘ talk back ’ (bell hooks, 1989, p. 9) to this deliberate exclusion. The fourth paper examines how TransHipHop Pedagogy can be a form of epistemic disobedience to challenge formal schooling spaces that marginalise young people in Senegal. Noella Niati and Payal Shah utilise a new framework that is underpinned by critical consciousness, culturally relevant pedagogy, and cultural modelling to understand how young people negotiate their identities, claim their rights, and engage in civic education. Their work recognises historical contexts that include political instability, civil war and western interventions, and centres on how ‘ Y ’ en a Marre ’ , a campaign group consisting of Senegalese rappers and journalists who engage with young people to challenge people in power. Utilising the Comparative Case Study (CCS) approach and carrying out semi-struc-tured interviews with ‘ Y ’ en a Marre ’ members, their research centres on the role of local experiences and linguistic practices in challenging the status quo.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45311230","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: 6