From Dogmatism to Open-Mindedness? Historical Reflections on Methods in Audience Reception Research     

Kim Christian Schrøder 《The Communication Review》2013,16(1-2):40-50

The article traces, from the perspective of audience reception research, the gradual methodological rapprochement of once hostile methodological paradigms: the quantitatively oriented uses-and-gratifications research and the qualitatively anchored reception research. While recognizing that the methodological differences stem ultimately from different epistemological perspectives, the article describes how these differences have been played out on the terrain of empirical methodologies for conducting fieldwork on audience practices and meanings. The article considers four stages of this rapprochement: (1) antagonistic self-sufficiency; (2) separate camps; (3) self-critical coexistence; and (4) complementarity and collaboration.  相似文献   

WebTV Channel Additions: Channel Complementarity in the Broadcasting Industry     

Herbjorn Nysveen  Helge Thorbjornsen  Per E. Pedersen 《媒体管理杂志》2013,15(3-4):127-137

The purpose of this article is to study how WebTV channel additions influence the following relationship dimensions between a broadcasting company and its consumers: brand knowledge, brand satisfaction, direct relationship investments, and indirect relationship investments. A survey of broadcast consumers indicated positive effects of WebTV channel additions on all 4 brand relationship dimensions. The findings also indicate that brand satisfaction, direct relationship investments, and indirect relationship investments mediate the effect of WebTV channel additions on customers' use of the broadcaster's main channel. The implication of the results is that WebTV channel additions have the potential to strengthen consumer-brand relationships and that WebTV channel additions seem to complement rather than substitute a broadcast company's main channel. Based on the results, WebTV channel additions are recommended as a channel strategy for broadcasting companies. Similar studies in other industries and settings are suggested before the results can be generalized more broadly.  相似文献   

Identity Challenges in Field Research: Three Stories     

Jan-Oddvar Sørnes  Ingunn Dahler Hybertsen  Larry Browning 《Journal of Applied Communication Research》2013,41(1):136-140

We tell of our struggles in completing ethnographic field research by showing the hurdles and difficult interactions we faced on our different projects. We interpret the obstacles as threats to our identities and show how we responded to them. Our conclusion shows how we preserved the independence of our interpretations while completing the data collection and interpretation.  相似文献   

Correction to: ‘Sources of Inspiration: The role of significant persons in young people's choice of science in higher education’. DOI: 10.1080/09500693. 2011.590543. First published on iFirst on 26 July 2011.     

Jørgen Sjaastad 《International Journal of Science Education》2013,35(16):2607-2608

  相似文献   

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach     

Marianne Ødegaard  Berit Haug  Sonja M. Mork  Gard Ove Sørvik 《International Journal of Science Education》2013,35(18):2997-3020

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.  相似文献   

Peer relations in peer learning     

Hanne Riese  Akylina Samara  Sølvi Lillejord 《International journal of qualitative studies in education》2013,26(5):601-624

Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance of peer learning and a large amount of research on collective learning practices, questions regarding the quality of peer interaction, and how peer relations influence learning, are not well elaborated. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learning as fundamentally social. Inspired by meta-ethnography an integrative analysis across seven qualitative studies was accomplished. The approach enabled an investigation of peer interactions in different educational settings. The analysis elaborates on how instructional designs and students’ relational knowledge mediate interaction in peer learning. The paper further discusses the potential of approaches synthesising qualitative studies as a tool in qualitative research.  相似文献   

The development of intentions for adapted teaching and inclusive education seen in light of curriculum potential. A content analysis of Norwegian national curricula post 1980     

Halvor Bjørnsrud  Sven Nilsen 《Curriculum Journal》2013,24(4):549-566

This article analyses and discusses the development of the principles of adapted teaching and inclusive education in the three most recent Norwegian national curricula, seen in light of curriculum potential as an overarching perspective. This potential highlights teachers' opportunities for choosing and adapting their teaching content. The area of problems is first related to relevant curriculum theory and choice of method. Our qualitative text analyses and then examines the relevant curricula and other national documents which provide guides and intentions for schooling in Norway. The analysis will also be viewed in an international perspective in relation to OECD evaluations of Norwegian schooling. The discussion highlights the fact that the Norwegian curriculum reforms are affected by these international evaluations. This particularly applies to the relationship between the central governing of the school's content and the individual school's curriculum potential.  相似文献   

Using action research to improve health and the work environment for 3500 municipal bus drivers     

Kjeld B. Poulsen  Søren H. Jensen  Elsa Bach  John F. Schostak 《Educational Action Research》2013,21(1):75-106

During the past five decades occupational researchers have documented that bus drivers’ health is worse than in almost any other profession. The authors suggest that the reason there has not been any successful attempt to change this situation is because the focus until now on removing statistically associated external risk factors has been too narrow. The article describes a project whose purpose was to improve the health and well‐being of 3500 Copenhagen bus drivers. At the end, more than 200 interventions were implemented. The authors adopted a new approach of combining epidemiological results and qualitative methodologies, creating a broader explanatory foundation for action, linked by repetitive processes of critical reflection, which was central to defining problems, explaining causes, developing sufficiently effective interventions and measuring effects. The project revealed the importance of several new and potentially preventable factors involving such issues as lifestyle, private stressors and inappropriate management. During the project period an evaluative framework was developed to explore and measure the complex effects of multiple interventions. Three years after the interventions were launched, follow‐ups revealed remarkable improvements such as reductions in stress and body pains, an increase in satisfaction, and improvements in management and the drivers’ cabin. This article is the story of a methodological journey, from classical epidemiology to an approach combining the strengths of survey (broad coverage), qualitative methods (in‐depth focus) followed by critical reflections and ending with action research.  相似文献   

Evaluating Portfolio Use as a Learning Tool for Professionals     

Jan Helge Kallestad 《Scandinavian Journal of Educational Research》2013,57(2):193-205

We have earlier reported overall teacher emphases on six general educational goals. In the present study we present school level analyses of the same goal variables. The new focus of the present study was on possible school differences in teacher goal emphases. It is assumed that school differences may indicate a process of teacher socialisation in schools, particularly if these characteristics are relatively stable over time. About 40 schools were analysed at two points in time and they were represented by two different samples of teachers (144 and 157 teachers). We analysed both individual goal variables and goal profiles defined by how the teachers ranked the six goals. Only the 'profile approach' indicated school-specific goal priorities. The results also showed that the degree of goal consensus in schools should not be regarded as an aspect of the school climate. In addition, the measure of school goal consensus was weakly related to other examined aspects of the school climate.  相似文献   

Studying Headteachers' Professional Lives: Getting the life history   总被引：1，自引：0，他引：1  

Colin Biott  Lejf Moos  Jorunn Møller 《Scandinavian Journal of Educational Research》2013,57(4):395-410

In order to obtain a better understanding of how headteachers frame their professional lives, a comparative project was set up with a life history approach. A series of open-ended interviews were conducted where headteachers talked about themselves, their work, background, experiences and career. The article focuses on the modes of inquiry used in the study and explores alternative approaches to analysis, especially of content and form. Several methodological issues are discussed, for instance the production of data as an interactive and collaborative process of creating meaning, the central role of the research relations, dialogical analysis and how to move from separate individual stories to an analysis of headteachers' lives across different countries. As the analysis has unfolded, new questions have been posed about the comparative aspect of the project. At the beginning, cross-national similarities and differences were relatively straightforward and were found in the content of interviews. Since then, explorations of the form and structure of the stories have raised more complex juxtapositions. More recently, new questions have begun to emerge, such as about the nature and meanings of 'professional confidence' and its relationship to external accountability in national contexts.  相似文献