Method as a journey: a narrative dialogic partnership illuminating decision-making in qualitative educational research     

Deborah M. Netolicky  Naomi Barnes 《International Journal of Research & Method in Education》2018,41(5):500-513

Qualitative education research is an inherently complex landscape, presenting the qualitative researcher with constant ethical and reasoned decision-making. Presented as a narrative dialogic, this paper traces and juxtaposes the method stories of two qualitative researchers who focused their work around education phenomena, but in different contexts and in different ways. One researcher’s narrative study of phenomena via interviews is juxtaposed with the other’s phenomenographical investigation utilizing Facebook status updates. Seeing researcher thinking side-by-side provides a comparison that teases out the ways in which researchers might consciously grapple with thinking around method. These twin method stories offer ways for other qualitative researchers to think about their own decision-making as they address the challenges of balancing subjectivity and rigour, authenticity of reported data, and protection of participants. This dialogic partnership points to the malleability of method. It also encourages further exploration of the complexities of qualitative education research in which the researcher is often insider–outsider or outsider–insider.  相似文献   

Validity of an ultra-wideband local positioning system to measure locomotion in indoor sports     

F. R. Serpiello  W. G. Hopkins  S. Barnes  J. Tavrou  G. M. Duthie  R. J. Aughey 《Journal of sports sciences》2018,36(15):1727-1733

The validity of an Ultra-wideband (UWB) positioning system was investigated during linear and change-of-direction (COD) running drills. Six recreationally-active men performed ten repetitions of four activities (walking, jogging, maximal acceleration, and 45º COD) on an indoor court. Activities were repeated twice, in the centre of the court and on the side. Participants wore a receiver tag (Clearsky T6, Catapult Sports) and two reflective markers placed on the tag to allow for comparisons with the criterion system (Vicon). Distance, mean and peak velocity, acceleration, and deceleration were assessed. Validity was assessed via percentage least-square means difference (Clearsky-Vicon) with 90% confidence interval and magnitude-based inference; typical error was expressed as within-subject standard deviation. The mean differences for distance, mean/peak speed, and mean/peak accelerations in the linear drills were in the range of 0.2–12%, with typical errors between 1.2 and 9.3%. Mean and peak deceleration had larger differences and errors between systems. In the COD drill, moderate-to-large differences were detected for the activity performed in the centre of the court, increasing to large/very large on the side. When filtered and smoothed following a similar process, the UWB-based positioning system had acceptable validity, compared to Vicon, to assess movements representative of indoor sports.  相似文献   

‘We believe in every child as an individual’: Nursery school head teachers’ understandings of ‘quality’ in early years education     

Naomi Rudoe 《British Educational Research Journal》2020,46(5):1012-1025

This article addresses the issue of ‘quality’ in early years education, with the aim of highlighting the voices of nursery school head teachers. Government early years achievement statistics display a reductive and de-contextualised focus on young children’s developmental outcomes, with measures of the percentage of 5-year-olds achieving a ‘good level of development’ at the end of the Early Years Foundation Stage. Early years practitioner understandings of ‘quality’ are more sophisticated and multi-dimensional, and yet are marginalised in debates around what constitutes ‘quality’ early years provision and around what are desired outcomes for young children and how these can be achieved. Using qualitative data from interviews with nursery school head teachers and classroom teachers from across England, the article analyses these participants’ understandings of ‘quality’ early years provision. The study finds a consensus amongst these teachers that quality provision emanates from the professional skills of staff providing education for the whole child and their wellbeing: they conceive of ‘quality’ as relating to a depth of understanding of each child as an individual, enabling the child to progress in their learning.  相似文献