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1.
This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research findings by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research findings to avoid simply revisiting familiar research ground.  相似文献   

2.
Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively.

Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools.

Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives.

Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004.

Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science.

Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not.  相似文献   

3.
This article, drawing upon the Paired Peers project, a longitudinal qualitative study (n = 90), examines how seven UK engineering graduates, four women and three men, construct their career identities during the transitionary period from university to work. It explores how gender and the occupational cultures that reside within the sector, and the wider sociocultural context, affect women’s careers identities, choices and trajectories. The longitudinal design, characteristics of the cohort and the theoretical framework of possible selves contribute to the originality of this empirical research. In this paper, we show how female graduates gradually adapted their occupational aspirations and career identities to fit with socio-cultural expectations and how they struggled to construct viable ‘engineering’ selves in the vital career identity development phase of their first years of employment when most female STEM graduates change careers.  相似文献   

4.
Abstract

This article explores how temporality and temporal regimes might be engaged in qualitative research in the sociology of education, proposing that such questions matter in relation to how research is done, not only to the topics and themes researched. The article shows how temporality enters into research designs, practices and imaginaries, arguing that research methodologies mobilise intersecting temporalities. Debates in the philosophy of history regarding the collision of temporalities are canvassed, and approaches are outlined for conceptualising temporality in reference to qualitative studies. To illustrate these arguments, an account is offered of theoretical and methodological approaches framing a new qualitative longitudinal study of young people and secondary schooling in Australia; to highlight the historicity of methodologies, comparisons are also drawn between this study and an earlier related longitudinal study undertaken in the 1990s. The article concludes by inviting a re-consideration of the possibilities for a renewal of historical sociology of education.  相似文献   

5.
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field.  相似文献   

6.
Book reviews     

Reflexivity is commonly used in qualitative research and has been posited and accepted as a method qualitative researchers can and should use to legitimize, validate, and question research practices and representations. This paper closely examines the role of reflexivity as a methodological tool as it intersects with debates and questions surrounding representation and legitimization in qualitative research, within modernist and postmodernist ideologies, and pays close attention to how reflexivity is being defined and used in present-day research. Specifically, the author identifies and discusses the problematics of four common trends in present-day uses of reflexivity: reflexivity as recognition of self, reflexivity as recognition of other, reflexivity as truth, and reflexivity as transcendence. The author argues for a move away from comfortable uses of reflexivity to what she terms uncomfortable reflexive practices and provides an overview of the work of three authors who practice reflexivities of discomfort. Practicing uncomfortable reflexivity interrupts uses of reflexivity as a methodological tool to get better data while forefronting the complexities of doing engaged qualitative research.  相似文献   

7.
This article discusses methodological, ethical and material issues related to the author's work on a qualitative, longitudinal research project, the 12 to 18 Project. It discusses the difficulty of balancing concerns about reactivity with concerns about obligations to the research subjects; the effects of the current Australian university funding regime on the shaping and conduct of research; and the difficulty of taking up particular research questions in certain political climates.  相似文献   

8.
To summarize the widely dispersed literature concerning Chinese teachers’ mental status, the present paper conducted a quantitative research synthesis with a focus on the current situation and development in teachers’ mental disorders. On one hand, the results demonstrated that many critical problems existed in the exploration of this issue, such as the primary application of one uniform research type (i.e., theoretical discussion) and single-scale method (i.e., SCL-90); on the other, the comparison analysis showed that college teachers obtained significantly higher pathological prevalence than the other two (i.e., kindergarteners and teachers of middle or primary schools). And such negative prevalence has increased over the years and became sharper after 2000. Additionally, mental disorders seem more severe in country teachers (relative to those working in town), teachers aged above 40 (relative to those younger), and female teachers (relative to males). It is suggested that urgent attention should be paid to further improve the research level by highlighting the methodological consideration, especially focusing on the in-depth survey investigation, refined experimental study, as well as high-caliber qualitative research, and thus clarify the mechanism of teachers’ psychological disorders.  相似文献   

9.
An annual school census is held in the four countries of the UK in which pupils with ASD are identified. This longitudinal study of the total UK school population compares increases in prevalence rates for pupils with ASD over a nine-year period from 2010/11. Northern Ireland had the highest prevalence throughout, reaching 3.20% by 2018/19 compared to 1.92% in Wales. The prevalence rates were higher in secondary than in primary schools. The increases in prevalence and intra-country variations may be linked to a greater appreciation of ASD occurring alongside other developmental difficulties. Greater reliance on school rather than statutory assessments may also contribute to increases in pupils with ASD. More in-depth research is needed to establish the reason for the variations across years and countries.  相似文献   

10.
Within the United Kingdom higher education system there has been a recent growth in practice–based research degrees in art and design. This constitutes a relatively recent innovatory step in doctoral education, with students now able to submit for examination a written thesis combined with practical work in over forty academic departments. It also constitutes an intellectual innovation in terms of attempting to combine the creative impulse with traditional research criteria such as the need for systematic analysis, documentation, theorisation and so on. To–date little has been written about research students adaptation to such practice–based research degrees, and so, in order to chart the experiences of such students, qualitative interviews were undertaken with 50 research students at various UK universities. This paper based on those interviews examines one dimension of how students adapt to this kind of study, focusing on their conceptions of identity.  相似文献   

11.
Commonly, the work situation of migrant and refugee women declines notably on arriving in the new country, irrespective of their existing qualifications and even after they have taken accepted qualifications. The primary objectives of this research were to test the hypothesis that women bring to their new countries skills and competencies arising from their education, working life and experiential learning, in addition to those learnt in the process of adapting to a new way of life, such as communicative and intercultural competencies, and to develop a typology which would facilitate access to appropriate education and training. This process also, crucially, involves vocational guidance and counselling to ensure that women develop goals which are both realistic and desirable to them. To this end an interview schedule was developed and delivered, after adaptations to local circumstances, to 120 women in four countries: Denmark, Germany, the Czech Republic and the UK. This paper presents only the detailed findings from the UK research. The main value of the data gathered is qualitative and the samples used were non‐random, but certain patterns emerged which are described in this paper. It was concluded that education and training were usually necessary in the new country but that a much more considered approach needs to be taken to placement on courses. The paper concludes with recommendations for practice by institutions of further education and case studies to illuminate the findings. Four case studies are attached.  相似文献   

12.
The literature demonstrates that stress in the working life of academics has increased over recent years. However, qualitative research on how academics cope with this is very scarce. Using online interviewing with thematic analysis, this paper examines how 31 academics in a post-92 predominantly teaching-focused UK university cope with the stressors of work. An innovation was to ask about both positive and negative experiences at work unlike most stress research which focuses only on negatives. Six themes emerged from the data; administrative loads, coping with stress at work, task preferences, the academic role, and positive and negative feelings around research/scholarship and thoughts around leaving academia. Increases in student numbers, being able to spend less time with students, heavy workloads, increasing administration, poor management, funding cuts and government initiatives threatening the future of education, obtaining research funding, and increasing insecurity of academic posts were all stressors. Positives identified included satisfaction gained from teaching students, support from colleagues, relative autonomy at work and the ability to manage their time more effectively were perceived as factors that can moderate some of the negative consequences of work stress. Overall, academics reported being happy at work because of the satisfaction gained from teaching and research.  相似文献   

13.
This paper reports on a longitudinal study designed to assess the progress made by UK foreign language undergraduate students during the residence abroad (RA) component of their degree. The article first of all places the study within the international research context, and then describes the data collation procedures and methodology employed. It reports findings concerning proficiency gains and the predictive validity of factors such as gender, IQ, length of stay, prior levels of achievement and previous methodological exposure. The findings confirm significant linguistic gains in general for RA. They also appear to show that individuals vary greatly in their rates of progress during RA on holistic measures of proficiency but that previous methodological exposure is a key factor in determining gains on discrete measures. There is also evidence that longer stays do not necessarily lead to greater proportionate proficiency gains. Findings concerning progress, prediction of progress and individual performance variation are compared and contrasted with those of American and other British studies.  相似文献   

14.
Research on children's perspectives has traditionally been neglected, influenced by adults' assumptions of children's vulnerability and incompetence. These assumptions produce methodological and ethical concerns about research with children, such as the need to protect the child from unethical research, validity of the data, and unequal research power relations. This paper reviews these points, with particular consideration to children who are deaf1. The first section examines the assumptions about children in research. These assumptions, as shown in the second section, have further implications for children with disabilities. Section III examines the challenges and issues that need to be taken into account when researching deaf children. Section IV then describes the methodological issues encountered in a study that examined the perspectives of 23 young deaf children in the US and UK.  相似文献   

15.
Qualitative educational research in Australia has been characterized since the early 1970s by vitality and interest in reconstructing in cultural terms the best research practices, particularly those observed in the UK and USA. The former's influence is best demonstrated in case study method and participatory action research in the 1980s. Australian qualitative educational sociology, drawing on critical theoretical methods, continues to command strong international respect. More recently, post‐structuralist theory has influenced many approaches to qualitative inquiry, especially in feminist research, which reflects a more globalized view of research. Whatever theoretical and methodological directions Australian qualitative enquiry takes in the later 1990s, research must address political and economic contexts of change both nationally and globally if it is to make a difference.  相似文献   

16.
This paper considers some of the methodological implications of undertaking and representing multimedia and digital, ethnographic work. It explores some of the challenges and opportunities of working with and across a range of media, and explores some of the consequences of bringing hypermedia applications to ethnographic work. The paper draws on a project that sought to explore the learning opportunities and experiences of an interactive science discovery centre, and that utilised a multimedia, ethnographic approach. The paper locates this methodological approach alongside recent and ongoing developments within qualitative research, and aims to situate educational research within the context of these developments. The paper particularly addresses issues of integrating different forms of qualitative data, ethnographic ‘design’, the ethics of research practice, communication and capacity building.  相似文献   

17.
1994年以来中国教师心理健康研究述评   总被引：1，自引：0，他引：1  
To summarize the widely dispersed literature concerning Chinese teachers’ mental status, the present paper conducted a quantitative research synthesis with a focus on the current situation and development in teachers’ mental disorders. On one hand, the results demonstrated that many critical problems existed in the exploration of this issue, such as the primary application of one uniform research type (i.e., theoretical discussion) and single-scale method (i.e., SCL-90); on the other, the comparison analysis showed that college teachers obtained significantly higher pathological prevalence than the other two (i.e., kindergarteners and teachers of middle or primary schools). And such negative prevalence has increased over the years and became sharper after 2000. Additionally, mental disorders seem more severe in country teachers (relative to those working in town), teachers aged above 40 (relative to those younger), and female teachers (relative to males). It is suggested that urgent attention should be paid to further improve the research level by highlighting the methodological consideration, especially focusing on the in-depth survey investigation, refined experimental study, as well as high-caliber qualitative research, and thus clarify the mechanism of teachers’ psychological disorders. __________ Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (1): 48–55  相似文献   

18.
The use of visual methods has become increasingly significant to ethnographic research. The possibilities and challenges I experienced using visual research methods in the school ethnography are examined. This paper explores some of the ethical, practical and methodological issues that arise from the use of video, photographs, pictures and images developed by participants in a UK, Midlands primary school with resident artists, teachers and primary school aged children. The use of visual methods in school ethnographies open up many possibilities and specific issues with regards to the research process. Visual methods offer distinct insight into researching the arts and inclusion.  相似文献   

19.
This paper considers the range of research methods used by the UK education research community. Using insights from 25 interviews with key stakeholders it describes their views on the current strengths and weaknesses in methods, and of what methodological developments are needed for future improvement in this field. Using survey returns from 521 active researchers, the paper goes on to describe the techniques that are available for use, and those where further ‘training’ or experience is required. Using the 8,691 individual RAE returns to education, the paper then summarises the methods reported to be in actual use. Finally, it uses a brief analysis of journal contents as triangulating evidence.Our informants were generally in agreement that there is currently a widespread weakness in the quality of UK education research. Much of this weakness is attributed by them to a shortage of skills in ‘quantitative’ methods. Our other data sources suggest that the latter is less likely than the informants believe. A clear majority of education researchers report having used some quantitative methods, and the substantial number of publications involving quantitative methods supports this view. It is, perhaps, rather the type and quality of both quantitative and qualitative research along with unreasonable expectations by its users that leads to the poor public image of education research. Improvement is not going to come simply by enlarging the group of people using quantitative methods.  相似文献   

20.
Research on motivation for learning (or achievement motivation) has flourished in the past 30 years. Social-cognitive theories dominate the field and have provided many insights, but have been criticised for relying on a traditional methodological base and lacking contextualisation and embeddedness in individual experience. In the current ‘learning age’, sustaining motivation for (often formal/academic) learning across the life span is increasingly expected, but understanding the persistence of such learning across life is not well understood. Much of the work on motivation for learning is quantitative, employing questionnaires, brief interviews or experimental manipulations. Longitudinal, qualitative research is sparse, though a necessary counterpoint that can provide contextualised and alternative accounts of motivation through time and across culture. This paper presents a case study applying self-efficacy research, the lifespan theory of control and transitions theory to an individual’s learning trajectory.  相似文献   

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