混和方法研究——美国教育研究方法的一种新范式

混和方法研究是指研究者在同一研究中综合调配或混合定量和质性研究的技术、方法、手段、概念或语言的研究类别;它是在美国质性--定量两种研究方法范式的争论中产生的;其理论基础是实用主义;混合方法研究程序设计包括确定研究问题、研究目标、选择研究方法、收集资料、分析资料、解释资料、合法化、得出结论并撰写最终报告等8个步骤;它的突出优势是在研究中能增加交叉性优势和压缩非重叠性弱势,提高研究的效度与信度.     

混合方法研究:美国教育研究中的新范式

混合方法研究是指研究者在同一研究中综合调配或混合定量研究和质性研究的技术、方法、手段、概念或语言的研究类别。它是在美国质性、定量两种研究方法范式的争论中产生的。其理论基础是实用主义和系统哲学。混合方法研究程序设计包括确定研究问题、确定研究目的、选择研究方法、收集资料、分析资料、解释资料、使数据合法化、得出结论并撰写最终报告等步骤。其突出优势是在研究中能增加交叉性优势,压缩非重叠性弱势,提高研究的效度与信度。     

Understanding changes in teachers' ICT practices: a longitudinal perspective

With the introduction of Information and Communication Technologies (ICT) into schools came the expectation that teachers would adopt ICT and change their practices in particular ways. Research indicates that teachers have not changed in the ways expected. Suggested in this paper is that limitations in current research methodologies documenting change in teachers' practices are restricting thorough examination of change in teachers' practices mediated by ICT. This paper reports on the design of a study aimed at investigating teachers' practices from an alternative position from the current research. The research design is a grounded, longitudinal, qualitative study using assorted analysis for the collection and interpretation of the data. This involves a combination of secondary analysis of archive data and collection and analysis of primary data. Participants were able to retrospectively describe and understand their own archived and new data, in interviews and observations. This paper focuses on ways this research design supported examining teachers' practices as including a number of dimensions and the way these dimensions were influenced by the context in which they were situated. Also, the ways this research design provided a means for examining the changes that developed from the teachers' own narratives. This gave some insight into the ways the teachers' understood the changes in their own practices. Examining change from this perspective supports understanding of how and why changes in teaching practices mediated by ICT occur or don't occur. It also contributes to examining the bigger phenomenon of ICT and the long‐term impact it is having on teaching practices.     

Implementing a teaching approach based on the multiple intelligence theory in a South African school: A case study

Abstract

This article reports on the implementation of a teaching approach based on Gardner's theory of multiple intelligences (MI) at a school in the Hammanskraal area in Gauteng, South Africa. The aim was to determine the impact that such an approach would have on teachers, learners and learner performance. This article discusses the implementation process and the impact thereof on learner results and conduct, as well as learners' opinion on the implementation of the MI approach in the classroom. The study showed that the implementation of a new approach should be monitored regularly and that teachers should receive ample support. An MI approach to teaching had a positive influence on learners' conduct and academic achievement. It also made learners more aware of their own strengths and weaknesses and how to overcome weaknesses. Learners indicated that they prefer an MI approach in teaching.     

Examination of the Relationship of Community College Opticianry Student Outcomes with Instructional Delivery Methods and Student Age

ABSTRACT

The purpose of this study was to determine whether student outcomes are a function of participation in different modes of delivery and student age in an Opticianry program at the community college level. The three instructional delivery methods were traditional face-to-face instruction, online delivery, and a hybrid format where students take theory courses online and attend face-to-face laboratories on campus. Student age when entering the Opticianry program was classified in three categories: Young Adults (18–24), Middle Age (25–33), and Older Adults (34 & >). A nonexperimental explanatory research design relying on survey data collection strategies were used in the study. Data collection was conducted using an online survey. A two-way analysis of variance (ANOVA) was used to analyze the relationship between independent variables (delivery method and age) and a dependent variable (GPA [grade point average], national certification score, workplace preparation score, and quality of instruction score). A total of 112 graduates completed the survey, representing a response rate of 39%. The results indicated no significant differences in student outcomes, suggesting that students in the Opticianry program should achieve similar outcomes whether they complete the program online, on campus, or in a hybrid format. The results of the study provide support for the idea that it is possible to provide equivalent technician preparation using a variety of instructional delivery methods.     

Researching literacy in context: using video analysis to explore school literacies

This article addresses how methodological approaches relying on video can be included in literacy research to capture changing literacies. In addition to arguing why literacy is best studied in context, we provide empirical examples of how small, head‐mounted video cameras have been used in two different research projects that share a common aim: understanding the complex ways in which literacy is a part of school practices. The complexity of literacy practices taking place in classrooms, where students draw on a number of texts for a variety of purposes and different literacy discourses co‐exist in the same setting, poses a serious challenge for those who wish to study literacy in educational settings. The methodology presented in this article is our attempt to meet this challenge. Our approach relies on using video equipment in innovative ways to capture multiple perspectives, involving research participants in the data collection process and the early stages of analysis, and analysing video data with digital coding software. These methods are combined to obtain a more systematic and detailed insight into the contexts in which literacy takes place.     

外语教育研究中的叙事探究

叙事探究在外语教育领域得到越来越广泛的运用。本文以web of science核心合集文献为依据,梳理了该领域叙事探究的理论视角、研究主题、数据收集和分析方法。研究发现,研究者多采用实践共同体理论和定位理论,侧重身份、动机等主题;数据收集以多渠道数据、历时数据、互动中的叙事、叙事框架和多模态叙事等方式为主;数据分析常采用主题分析、内容分析、话语分析和叙事性分析。最后,对叙事探究在外语教育研究领域的未来发展给出了建议。     

Qualitative data analysis in cross‐cultural projects

Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal model and the approaches recently taken by two research teams and contrasts these with another recent nine‐partner comparative European study that used ethnographic methods. We then describe the analytical procedures used in the project, which encouraged participant observation and individual researcher interpretation in order to generate grounded accounts and outline how they were culturally sensitive and meaningful to research teams who used varied analytical approaches. However, this raised difficult issues for the ‘final’ analysis and the production of a loosely coupled research report. Our pragmatic solution was a process of ‘qualitative synthesis’ whereby individual partner reports were collated by the Project Director and treated as data and a grounded theory approach was applied to generate tentative theory in respect of creative learning. The paper concludes by arguing that data generated by a loosely coupled approach to qualitative comparative research which uses a wide range of data collection methods can be effectively analysed with a qualitative synthesis.     

扎根理论与解释现象学分析的比较研究

文章从兴起背景和研究过程等方面入手,对质性研究中传统的扎根理论方法和新兴的势头正劲的解释现象学分析进行比较,尤其考察了二者在抽样、资料收集和资料分析等方面的差异。通过对这两个方法的比较,以凸显两种研究取向的不同特征,从而加深对二者的理解,以便于研究者可以更好地根据自己的研究问题和目的选择合适的质性研究方法。     

Value Perceptions as Influences upon Engagement

This study was designed to assess whether changes in stakeholders’ perceptions about the value generated by an institution might influence the nature of their engagement with it. Quantitative and qualitative analysis of research data revealed a positive correlation between stakeholders who believed an institution generated social or economic value and those who had higher levels of involvement with it. The results also indicated that the nature of this stakeholder engagement with the institution would change if their perceptions were altered regarding the value it generated. These important new insights fill a gap in institutional-stakeholder engagement theory and can help inform leaders as they consider engagement strategies.     

Exploring classroom interaction with dynamic social network analysis

This article reports on an exploratory project in which technology and dynamic social network analysis (SNA) are used for modelling classroom interaction. SNA focuses on the links between social actors, draws on graphic imagery to reveal and display the patterning of those links, and develops mathematical and computational models to describe and explain those patterns. Dynamic SNA extends SNA and builds on previous research on network change. Utilizing data from six videos from the TIMSS video study and a convenience sample of five observations of one teacher in a secondary school in the south of England, a methodology for dynamic SNA was applied to classroom interaction data. The results are in two ways relevant for this journal. Firstly, they show that recent developments in SNA might be usefully applied to furthering knowledge about the dynamics of classroom interaction. Secondly, the results provide an example of the use of tablet technology for fieldwork data collection.     

民间音乐研究中调查研究方法的应用特征

在音乐学研究中,应用调查研究方法的最佳领域是民间音乐研究,以67篇民间音乐调查研究硕士论文为例,对其调查研究方法的应用情况进行分析。研究发现：硕士论文选择最多的是描述性的课题,缺乏对探索性和解释性课题的研究,选择问题的思路基本集中在表象问题,选题上有看不起小题目的倾向;检索和民间收集相结合是最常用的文献资料收集方法;田野工作法是收集民间音乐经验事实最主要的方法,最经常采用个案和典型调查,观察方式以非参与观察为主,最经常使用非问卷访问法;民族音乐学的方法和理论是分析研究资料的主要方法。     

In the Field in the Library: methodological analogies for library‐based researchers

Abstract

Library‐based work is integral to all research in the social sciences, whatever its methodological biases. Yet a key area of neglect in the literature on research methodology is that relating to this form of data collection and analysis. This paper outlines the ways in which library‐based activity contains within it key elements of the wider research process. It argues that a broader conceptualization of methodology which pays enhanced attention to the collection and analysis of textual materials is vital for the development of our understanding and teaching of research methods.     

Integrating Model-Based Learning and Animations for Enhancing Students’ Understanding of Proteins Structure and Function

This paper describes a study conducted in the context of chemistry education reforms in Israel. The study examined a new biochemistry learning unit that was developed to promote in-depth understanding of 3D structures and functions of proteins and nucleic acids. Our goal was to examine whether, and to what extent teaching and learning via model-based learning and animations of biomolecules affect students’ chemical understanding. Applying the mixed methods research paradigm, pre- and post-questionnaires as well as class-observations were employed in the collection, analysis, and interpretation of data. The research population included 175 grade twelve students, divided into three research groups: (a) hands-on exploration of animations, (b) teacher’s demonstrations of animations, (c) traditional learning using textbooks. Findings indicated that the integration of model-based learning and 3D animations enhanced students’ understanding of proteins’ structure and function and their ability to transfer across different levels of chemistry understanding. Findings also indicated that teachers’ demonstrations of animations may enhance students’ ‘knowledge’—a low order thinking skill; however, in order to enhance higher levels of thinking, students should be able to explore 3D animations on their own. Applying constructivist and interpretative analysis of the data, three themes were raised, corresponding to cognitive, affective, and social aspects of learning while exploring web-based models and animations.     

The Effects of Incorporating Web‐assisted Learning with Team Teaching in Seventh‐grade Science Classes

Due to the implementation of a 9‐year integrated curriculum scheme in Taiwan, research on team teaching and web‐based technology appears to be urgent. The purpose of this study was incorporated web‐assisted learning with team teaching in seventh‐grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self‐reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one‐half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.     

A review of research on teachers’ use of student data: from the perspective of school leadership

Despite the increased worldwide acknowledgment of the importance of teachers’ use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers’ capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers’ data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers’ use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers’ capacity in data use.     

回顾·困惑·前瞻——对教育管理研究的几点思考

回顾我国教育管理研究的历程,可以看出我国对教育管理专门研究的时间不长,理论不深入,还存在很多问题和困惑。教育管理研究理论的本土化,研究范式的综合化,研究方法的多样化,研究问题的多元化是我国教育管理研究今后的发展趋势。     

'Include me out': a response to John Wilson

Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which cultural-historical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own definition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could benefit both countries.