Applying Research Methods to a Gerontological Population: Matching Data Collection to Characteristics of Older Persons

As Baby Boomers reach 65 years of age and methods of studying older populations are becoming increasingly varied (e.g., including mixed methods designs, on-line surveys, and video-based environments), there is renewed interest in evaluating methodologies used to collect data with older persons. The goal of this article is to examine data-collection methodologies commonly used with older persons (closed-ended, structured surveys with standardized scales, performance-based measures, secondary data sets, open-ended interviewing, grounded theory, and ethnographic work) to illustrate issues arising from the use of each research design with older adults in real-life settings. Experiences from five studies are included to show the potential role of normative age-related sensory and functional changes as well as the role of age and cohort upon method. Specific guidelines are provided about how to improve existing data-collection methods for older persons and ways to improve selection of methodologies for use in future research on aging.     

Department-initiated change

This paper reports the activity of three secondary school mathematics departments in England in self-initiated states of change that led to overall improvements in students’ achievements when compared to previous cohorts. This took place without intervention and without their participation in external projects. They provide examples of departments that can work effectively on their own development, and hence, their work adds to our knowledge of the potential for development through collaboration. The departments were monitored over 3 years, and data were analysed using the lens of activity theory. In contrast to departments in many studies, these departments worked overtly on mathematics pedagogy through the shared production and discussion of resources, shared planning and task design. Also in contrast to several other studies, they developed distinct ways to handle differences of subject knowledge among the teachers in the department. Their focus changed during the study from developing resource banks to supporting students’ learning through hybrid teaching.     

The problem with women? Challenges posed by gender for career guidance practice

Institutionalised discrimination continues to perpetuate deep rooted social divisions, with gender inequality persisting as a pervasive feature of labour markets across the world. Despite the depth and breadth of gender inequality, there is limited acknowledgement in career theory that the career support needs of women are distinctive. A qualitative international comparative study into the career trajectories of older women (aged 45–65) has been conducted across six countries (Australia, Argentina, Germany, Italy, England and South Africa). The results provide an international understanding of women’s careers and offer insight into career theory and practice for women that are culturally relevant.     

Leading change as a professional: working across boundaries

This paper outlines an initiative, namely a leadership symposium, which developed from a chance meeting of like-minded academics, who were trying to achieve similar outcomes with their student groups; namely, to include the scholarly activity of disseminating graduates’ action-oriented projects. One group of graduates comprised a mix of healthcare professionals, the other group comprised teachers. Both were leading change projects across their professions. One group was guided by action research and the other by action learning. This paper outlines the graduates' experiences of their challenges, opportunities and learning from leading these change initiatives. Arising from the symposium exchanges, the authors focus on the unique opportunity of the event as a distinctive space for exchange of learning across professions. Findings from qualitative data collected for the symposium are supported by situated learning and existing literature.     

Inclusive education in the Netherlands: how funding arrangements and demographic trends relate to dropout and participation rates

There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements – and the incentives that are associated with these arrangements – and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education.     

Evaluating strategic periodisation in team sport

The planned peaking for matches or events of perceived greatest priority or difficulty throughout a competitive season is commonplace in high-level team sports. Despite this prevalence in the field, little research exists on the practice. This study aimed to provide a framework for strategic periodisation which team sport organisations can use to evaluate the efficacy of such plans. Data relating to factors potentially influencing the difficulty of matches were obtained for games played in the 2014 Australian Football League season. These included the match location, opposition rank, between-match break and team “form”. Binary logistic regression models were developed to determine the level of association between these factors and match outcome (win/loss). Models were constructed using “fixed” factors available to clubs prior to commencement of the season, and then also “dynamic” factors obtained at monthly intervals throughout the in-season period. The influence of playing away from home on match difficulty became stronger as the season progressed, whilst the opposition rank from the preceding season was the strongest indicator of difficulty across all models. The approaches demonstrated in this paper can be used practically to evaluate both the long- and short-term efficacy of strategic periodisation plans in team sports as well as inform and influence coach programming.     

An exploratory investigation into the factors related to EdTech use among Kenyan girls

This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives.

Practitioner notes

What is already known about this topic

• EdTech can benefit girls' education, yet there are various barriers to it being used.
• Existing research shows clearly that EdTech use can be impeded by structural factors (eg, hardware ownership).
• However, we find insufficient empirical evidence on the role of non-structural or behavioural factors.

What this paper adds

• This paper addresses this gap, using a mixed-methods approach to explore the influence of 33 different measures (including non-structural factors) that could affect the number of hours girls spend using EdTech at home.
• Findings from a quantitative sample of girls (n = 544) and a qualitative sample of girls' caregivers (n = 58) highlighted the importance of non-structural factors, especially caregiver permission.
• The variable most strongly associated with girls' EdTech usage in our selected quantitative model concerned whether this was sanctioned by their caregivers.
• Our qualitative data suggested why caregiver permission to use EdTech might be withheld: caregivers emphasised perceived concerns about the risks and rigour of EdTech.

Implications for practice and/or policy

• Our findings suggest the viability of policy interventions that provide EdTech guidance to caregivers.
• Caregivers uncertain about EdTech could be reassured of the appropriateness of verified initiatives, while those already convinced might be aided in their attempts to support EdTech learning.
• Such guidance could provide a low-cost means of further exploiting the benefits that household EdTech learning can provide.