Photovoice as a research method for higher education research

ABSTRACT

Higher education (HE) research often draws on a range of qualitative research approaches. However, some methods developed in other fields are underutilised in HE research, even though they could be of great use for answering particular kinds of research questions, or for involving students more actively in the research process. In this article, we draw on a study that piloted different methodological approaches to explore students’ conceptions of good teaching and effective learning at university. The participants in our study included 33 high achieving international, Māori, Pacific Island, and (other) local students enrolled in Humanities subjects. Our study used photovoice as a visual data collection approach in conjunction with more traditional methods of data collection: open-ended focus group questions and critical incident technique. In this article, we review the photovoice literature, which is mostly from outside HE. Then, we describe our study, discussing the students’ responses to photovoice, and the different kinds of data it elicited. We note that, while most students expressed appreciation of the photovoice approach, some also found it restrictive and challenging in some respects. We conclude, photovoice offers a useful methodological addition to HE research, while noting, as with all data collection approaches, researchers need to be mindful of its limitations.     

SCI-LINK: An innovative project linking research scientists and science teachers

Summary The major purpose of the SCI-LINK Projects was to explore ways of linking research scientists and school science teachers. Not only did the project provide these teachers with a better understanding of scientific environmental research and recent findings, but it allowed them to develop activities and other instructional materials they could use in their classrooms. Leadership skills also were developed as evidenced by the Master Teachers that evolved and the many professional activities in which they have been engaged since the first institutes. Many things were done during the course of the project in order to make the process more efficient. These include assistance to scientists in making their presentations and field trips more effective and helping teachers with their writing and library skills. Also explored were the nature and format for the activities the teachers developed and how they can best be evaluated and disseminated. Positive feedback from teachers and the continued interest of research scientists to participate has led to another project patterned after the model used in the SCI-LINK Project. This second generation project, GLOBE-NET, also supported by the National Science Foundation, involves scientists and teachers in the development of instructional materials on global change. At least some of the efforts to improve science education should include scientists and teachers as partners. The model used in the SCI-LINK Project provides one way of doing so.     

Increasing Positive Playground Interaction for Kindergarten Students at Risk for Emotional and Behavioral Disorders

Students who experience social withdrawal and anxiety (internalizing difficulties) are often overlooked in schools due to the covert nature of their symptoms. The literature lacks empirically supported preventive approaches for kindergarten students who are socially withdrawn and behind their peers in developing social skills. Furthermore, research suggests that parents often are not adequately involved in interventions during this critical period of social development. In response to this need, a school-based intervention was implemented to increase the positive social interaction of three kindergarten students on the playground. Treatment consisted of (a) social skills training, (b) adult mediation, (c) self-evaluation and reinforcement, and (d) parent involvement through home notes. The effects of this intervention were assessed on the playground during recess using partial interval recording of target students’ positive interactions. During implementation of the intervention, all target students demonstrated improvements in social interaction. Future studies should investigate whether addressing the limitations of this study would yield stronger results with this underserved population.     

The adult part-time learner in colleges and universities: A clientele analysis

Using the 1975 National Center for Educational Statistics/Bureau of Census Participation in Adult Education survey data, this paper presents an analysis of part-time students at colleges and universities—who participates and who persists. Separate analyses of public two-year colleges and noncredit activities are also presented. The analysis is followed with a discussion of the implications. A general conclusion is that adult education at colleges and universities may rest on a precariously narrow base.