This scholarly article undertakes a thorough exploration of current theoretical perspectives within the domain of educational research, concentrating specifically on the positivist, interpretive, and critical paradigms. It commences by establishing a comprehensive understanding of research within the larger context, with a particular spotlight on educational research and its central paradigms. The manuscript subsequently provides a concise yet illuminating examination of these three primary research paradigms, shedding light on their ontological, epistemological, and methodological dimensions. Additionally, it conducts an evaluation of each paradigm based on criteria pertinent to rigorous research, thereby accentuating their individual merits and shortcomings.The positivist paradigm, firmly grounded in empiricism, places a strong emphasis on empirical evidence and the systematic application of the scientific method to reveal objective truths and establish causal relationships. It is renowned for its unwavering dedication to objectivity, quantifiability, and the potential for broad generalization, frequently making use of hypothesis testing and experimental methodologies. Despite facing criticism for its potential to oversimplify intricate phenomena, positivism continues to maintain its predominance across a wide array of fields.The interpretive paradigm, firmly rooted in hermeneutics, places a primary emphasis on the investigation of subjective meanings and the realm of human experiences. This paradigm utilizes qualitative research methods to deeply explore the intricacies of individuals' perspectives, recognizing researchers as active interpreters of the collected data. Interpretive research emerges as highly valuable in the examination of areas such as cultural practices, the development of identities, and social interactions.The critical paradigm, drawing from interpretive principles as its foundation, rigorously examines power dynamics and matters of social justice. Through the use of qualitative research methods, it thoroughly explores structural inequalities and issues related to equity, demonstrating particular relevance in situations that demand a comprehensive assessment and active intervention in systemic injustices.
{"title":"Perspectives on Research Paradigms: A Guide for Education Researchers","authors":"Hussain Alhoussawi","doi":"10.5296/ire.v11i2.21445","DOIUrl":"https://doi.org/10.5296/ire.v11i2.21445","url":null,"abstract":"This scholarly article undertakes a thorough exploration of current theoretical perspectives within the domain of educational research, concentrating specifically on the positivist, interpretive, and critical paradigms. It commences by establishing a comprehensive understanding of research within the larger context, with a particular spotlight on educational research and its central paradigms. The manuscript subsequently provides a concise yet illuminating examination of these three primary research paradigms, shedding light on their ontological, epistemological, and methodological dimensions. Additionally, it conducts an evaluation of each paradigm based on criteria pertinent to rigorous research, thereby accentuating their individual merits and shortcomings.The positivist paradigm, firmly grounded in empiricism, places a strong emphasis on empirical evidence and the systematic application of the scientific method to reveal objective truths and establish causal relationships. It is renowned for its unwavering dedication to objectivity, quantifiability, and the potential for broad generalization, frequently making use of hypothesis testing and experimental methodologies. Despite facing criticism for its potential to oversimplify intricate phenomena, positivism continues to maintain its predominance across a wide array of fields.The interpretive paradigm, firmly rooted in hermeneutics, places a primary emphasis on the investigation of subjective meanings and the realm of human experiences. This paradigm utilizes qualitative research methods to deeply explore the intricacies of individuals' perspectives, recognizing researchers as active interpreters of the collected data. Interpretive research emerges as highly valuable in the examination of areas such as cultural practices, the development of identities, and social interactions.The critical paradigm, drawing from interpretive principles as its foundation, rigorously examines power dynamics and matters of social justice. Through the use of qualitative research methods, it thoroughly explores structural inequalities and issues related to equity, demonstrating particular relevance in situations that demand a comprehensive assessment and active intervention in systemic injustices.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135393166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing cost of attending higher education institutions in the United States of America warrants investigations into potential causal factors. As one major recurring expenditure is employee compensation, the purpose of this study was to determine if total executive compensation as a percentage of total institutional expenses has changed over the 2-decade period of 2001 to 2021 with a specific focus on the top 20 private universities in the United States that are not part of the Ivy League. Due to their excellence, these 20 institutions hold national and international attention and serve as influential models to other higher education institutions thus making them important for analysis. For these institutions, the findings suggest that total executive compensation represented an increasing percentage of total institutional expenses over this 2-decade period; however, chief executive officer base compensation represented a decreasing percentage of total executive compensation over this same period.
{"title":"Executive Compensation for Top-Ranked Private Universities in the United States: A Study of a 2-Decade Change","authors":"Michael K. Ponton","doi":"10.5296/ire.v11i2.21422","DOIUrl":"https://doi.org/10.5296/ire.v11i2.21422","url":null,"abstract":"The increasing cost of attending higher education institutions in the United States of America warrants investigations into potential causal factors. As one major recurring expenditure is employee compensation, the purpose of this study was to determine if total executive compensation as a percentage of total institutional expenses has changed over the 2-decade period of 2001 to 2021 with a specific focus on the top 20 private universities in the United States that are not part of the Ivy League. Due to their excellence, these 20 institutions hold national and international attention and serve as influential models to other higher education institutions thus making them important for analysis. For these institutions, the findings suggest that total executive compensation represented an increasing percentage of total institutional expenses over this 2-decade period; however, chief executive officer base compensation represented a decreasing percentage of total executive compensation over this same period.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"22 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Norwati Roslim, Muhammad Hakimi Tew Abdullah, Nur Faathinah Mohammad Roshdan, Yu Jin Ng, Seyed Ali Resvani Kalajahi
This study aims to create a meaningful single-source reference for language and linguistic scholars concerning learner corpus research. The objectives of this study were firstly, to evaluate the trend of research on learner corpus; secondly, to determine key areas in learner corpus research, and thirdly, to identify the major players in learner corpus research. This study employed a bibliometric method to describe and analyse data on 902 works related to learner corpus. The data was retrieved in January 2023 from a Scopus database. VOSviewer software was used to visualize the data respectively. Findings showed that research on learner corpus started as early as 1994. The number of publications started to evolve in the year 2008 and the number of publications in 2022 appeared as the largest since 1994. The characteristics of scientific collaborations on learner corpus research reflect that there is still a scarcity of studies in this field based on papers published in the Scopus database. Thus, this bibliometric study can contribute as a reference for future research in complementing meta-analysis and structured literature reviews on learner corpus research.
{"title":"Learner Corpus Research: A Bibliometric Analysis","authors":"Norwati Roslim, Muhammad Hakimi Tew Abdullah, Nur Faathinah Mohammad Roshdan, Yu Jin Ng, Seyed Ali Resvani Kalajahi","doi":"10.5296/ire.v11i2.21396","DOIUrl":"https://doi.org/10.5296/ire.v11i2.21396","url":null,"abstract":"This study aims to create a meaningful single-source reference for language and linguistic scholars concerning learner corpus research. The objectives of this study were firstly, to evaluate the trend of research on learner corpus; secondly, to determine key areas in learner corpus research, and thirdly, to identify the major players in learner corpus research. This study employed a bibliometric method to describe and analyse data on 902 works related to learner corpus. The data was retrieved in January 2023 from a Scopus database. VOSviewer software was used to visualize the data respectively. Findings showed that research on learner corpus started as early as 1994. The number of publications started to evolve in the year 2008 and the number of publications in 2022 appeared as the largest since 1994. The characteristics of scientific collaborations on learner corpus research reflect that there is still a scarcity of studies in this field based on papers published in the Scopus database. Thus, this bibliometric study can contribute as a reference for future research in complementing meta-analysis and structured literature reviews on learner corpus research.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135569961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on my unpublished Doctoral Dissertation (Defended in 2015) that investigates the impact of explicit reading strategy instruction on Moroccan EFL university learners’ (meta) cognitive reading strategy use and reading achievement, the present exploratory study reflects the extent to which the learners are retrospectively conscious of the (meta) cognitive reading strategies (RSs) that facilitate the assimilation and comprehension of the textual input. It addresses 113 English department university students belonging to two groups (Group 1: N= 50; Group 2: N= 63) studying at the first-semester level. The data were obtained through the dependence on two advanced-level reading comprehension texts (i.e., narrative, expository) which were accompanied by a retrospective questionnaire (RQ). The results evince that, given that the targeted two groups unconsciously used some (meta) cognitive reading strategies (RSs) for attaining the textual comprehension, their retrospective consciousness of the core nature and essence of these metacognitively-oriented strategic moves is typically typified by utmost inadequacy. Finally, some useful recommendations relative to both EFL reading research and pedagogy as well as some unavoidable limitations are presented.
{"title":"Exploration of Moroccan EFL University Students’ Retrospective Knowledge of Cognitive and Metacognitive Reading Strategies in Processing Advanced-level Written Discourse in English","authors":"Mohammed Msaddek","doi":"10.5296/ire.v11i2.21289","DOIUrl":"https://doi.org/10.5296/ire.v11i2.21289","url":null,"abstract":"Based on my unpublished Doctoral Dissertation (Defended in 2015) that investigates the impact of explicit reading strategy instruction on Moroccan EFL university learners’ (meta) cognitive reading strategy use and reading achievement, the present exploratory study reflects the extent to which the learners are retrospectively conscious of the (meta) cognitive reading strategies (RSs) that facilitate the assimilation and comprehension of the textual input. It addresses 113 English department university students belonging to two groups (Group 1: N= 50; Group 2: N= 63) studying at the first-semester level. The data were obtained through the dependence on two advanced-level reading comprehension texts (i.e., narrative, expository) which were accompanied by a retrospective questionnaire (RQ). The results evince that, given that the targeted two groups unconsciously used some (meta) cognitive reading strategies (RSs) for attaining the textual comprehension, their retrospective consciousness of the core nature and essence of these metacognitively-oriented strategic moves is typically typified by utmost inadequacy. Finally, some useful recommendations relative to both EFL reading research and pedagogy as well as some unavoidable limitations are presented. ","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"64 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87061729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How can we effectively tell whether learners have acquired, and can exhibit outcomes that were initially established for them, and instructions tailored to? This question leads to assessment of learning outcomes or instructional results. It is for instance held that an outcomes-based approach to this requires assessment, in authentic ways, of what is considered to be most important of students’ attainments. Unfortunately, the use of inappropriate assessment/test items/instruments is a widespread phenomenon and has become a practice/malpractice most urgently in need of improvement. To ensure such improvement is to satisfy the most important criteria in assessment/test administration; validity. The prevailing assessment culture is however still steeped in the pre-occupation with reliability. This is due to the notion that for an assessment to be reliable it must first be valid, and the subsequent assumption that the reliability of an assessment invariably ensures its validity, as there is no structured/formulaic way of determining validity. It is however known that an assessment can be reliable without necessarily being valid. This paper therefore attempts to fill this validity void, by presenting two well-structured models/flowcharts; one, for verifying the validity or usefulness/appropriateness of assessment items and the other for the construction/writing of valid/appropriate assessment items.
{"title":"Construction and Analysis of Items for Assessing Learning Outcomes: Concise Models for Ensuring Validity","authors":"Samuel Ofori Bekoe","doi":"10.5296/ire.v11i2.21160","DOIUrl":"https://doi.org/10.5296/ire.v11i2.21160","url":null,"abstract":"How can we effectively tell whether learners have acquired, and can exhibit outcomes that were initially established for them, and instructions tailored to? This question leads to assessment of learning outcomes or instructional results. It is for instance held that an outcomes-based approach to this requires assessment, in authentic ways, of what is considered to be most important of students’ attainments. Unfortunately, the use of inappropriate assessment/test items/instruments is a widespread phenomenon and has become a practice/malpractice most urgently in need of improvement. To ensure such improvement is to satisfy the most important criteria in assessment/test administration; validity. The prevailing assessment culture is however still steeped in the pre-occupation with reliability. This is due to the notion that for an assessment to be reliable it must first be valid, and the subsequent assumption that the reliability of an assessment invariably ensures its validity, as there is no structured/formulaic way of determining validity. It is however known that an assessment can be reliable without necessarily being valid. This paper therefore attempts to fill this validity void, by presenting two well-structured models/flowcharts; one, for verifying the validity or usefulness/appropriateness of assessment items and the other for the construction/writing of valid/appropriate assessment items.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"37 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91210529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an educational environment, school administration and leadership is regarded as one of the essential components for effective institutions, in addition to instruction and learning. The research set out to investigate the impact of school managers' and leaders' leadership philosophies on teachers' work satisfaction. The goal of the research is to identify the prevalent leadership style as viewed by teachers, to gauge teachers' job satisfaction, and to investigate the connection between teachers' job satisfaction and the leadership styles of school managers. 95 instructors were chosen at random for the research, which used an observational poll methodology. The primary tool used to gather data for the research was a questionnaire. Means, standard deviations, and Pearson correlation were used to analyse the data collected. The findings showed that democratic leadership was primarily used by Head of schools and that teachers typically had high levels of work satisfaction. Additionally, it was discovered that there was a strong correlation between teachers’ job satisfaction and the leadership approach utilized by administrators and school leaders. The study's results led to the conclusion that the leadership style of head teachers influenced the degree of work satisfaction among teachers in secondary institutions in Lagos State. It was suggested, among other things, that teachers in secondary schools be allowed to participate in in-service training because doing so will make them more enthusiastic about their work.
{"title":"The Effect of Leadership Styles on Teacher Job Satisfaction in Nigerian Secondary Schools","authors":"Angwaomaodoko, Ejuchegahi Anthony","doi":"10.5296/ire.v11i2.21012","DOIUrl":"https://doi.org/10.5296/ire.v11i2.21012","url":null,"abstract":"In an educational environment, school administration and leadership is regarded as one of the essential components for effective institutions, in addition to instruction and learning. The research set out to investigate the impact of school managers' and leaders' leadership philosophies on teachers' work satisfaction. The goal of the research is to identify the prevalent leadership style as viewed by teachers, to gauge teachers' job satisfaction, and to investigate the connection between teachers' job satisfaction and the leadership styles of school managers. 95 instructors were chosen at random for the research, which used an observational poll methodology. The primary tool used to gather data for the research was a questionnaire. Means, standard deviations, and Pearson correlation were used to analyse the data collected. The findings showed that democratic leadership was primarily used by Head of schools and that teachers typically had high levels of work satisfaction. Additionally, it was discovered that there was a strong correlation between teachers’ job satisfaction and the leadership approach utilized by administrators and school leaders. The study's results led to the conclusion that the leadership style of head teachers influenced the degree of work satisfaction among teachers in secondary institutions in Lagos State. It was suggested, among other things, that teachers in secondary schools be allowed to participate in in-service training because doing so will make them more enthusiastic about their work.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"215 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72800119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fatin Aliyah Hassan, Nur Amirah Nabihah Zainal Abidin, Nur Fadhlina Zainal Abedin, P. Purwarno, A. Shanthi
Second-language learners must learn to listen. Effective listening helps learners understand others and express their thoughts and opinions. This study examines the students' achievement in listening tests conducted after teaching and learning processes using face-to-face, online, and blended modes. The respondents were selected using purposive sampling. The data for the study consist of secondary data collected from 392 participants from different faculties at a local public university. The data were then analyzed using the SPSS version 20 tool. The results indicate a significant difference in teaching and learning modes and students' achievement in listening tests. Next, the findings showed that the blended learning mode produced the lowest listening test score, while the face-to-face mode produced the highest test scores. Finally, there was a significant difference between faculties in their listening performance. The findings of this study suggest that even though teaching listening using the blended mode gives the best of both the online and face-to-face methods, but if students are not engaged in the online learning part, they may not be able to follow the offline or face-to-face learning part effectively. This assumption needs further investigation by including more private and public universities and examining if a similar outcome may prevail.
第二语言学习者必须学会倾听。有效的倾听有助于学习者理解他人并表达自己的想法和观点。本研究考察了学生在使用面对面、在线和混合模式进行教学和学习过程后的听力测试成绩。调查对象采用有目的抽样的方法进行选择。该研究的数据包括从当地一所公立大学不同院系的392名参与者中收集的二手数据。然后使用SPSS version 20工具对数据进行分析。结果表明，教学模式与学生听力成绩存在显著差异。其次，研究结果表明，混合学习模式产生的听力测试分数最低，而面对面学习模式产生的测试分数最高。最后，各院系在听力表现上存在显著差异。本研究的结果表明，尽管使用混合模式进行听力教学可以提供在线和面对面学习方法的最佳效果，但如果学生不参与在线学习部分，他们可能无法有效地跟随离线或面对面学习部分。这一假设需要进一步的调查，包括更多的私立和公立大学，并检查是否会出现类似的结果。
{"title":"The Effect of the Face-to-Face, Online, and Blended Teaching Modes on Students' Performance in Listening","authors":"Fatin Aliyah Hassan, Nur Amirah Nabihah Zainal Abidin, Nur Fadhlina Zainal Abedin, P. Purwarno, A. Shanthi","doi":"10.5296/ire.v11i2.20991","DOIUrl":"https://doi.org/10.5296/ire.v11i2.20991","url":null,"abstract":"Second-language learners must learn to listen. Effective listening helps learners understand others and express their thoughts and opinions. This study examines the students' achievement in listening tests conducted after teaching and learning processes using face-to-face, online, and blended modes. The respondents were selected using purposive sampling. The data for the study consist of secondary data collected from 392 participants from different faculties at a local public university. The data were then analyzed using the SPSS version 20 tool. The results indicate a significant difference in teaching and learning modes and students' achievement in listening tests. Next, the findings showed that the blended learning mode produced the lowest listening test score, while the face-to-face mode produced the highest test scores. Finally, there was a significant difference between faculties in their listening performance. The findings of this study suggest that even though teaching listening using the blended mode gives the best of both the online and face-to-face methods, but if students are not engaged in the online learning part, they may not be able to follow the offline or face-to-face learning part effectively. This assumption needs further investigation by including more private and public universities and examining if a similar outcome may prevail.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"145 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78491736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research was to investigate whether digital reading had an impact on reading skills, as well as students’ tendencies to read online or offline in the L2 English speaking classroom. This quantitative-qualitative mixed methods case study involved was comprised of a convenient, purposive sample of 15 participants for semi structured focus group interviews in an English-speaking private university. The findings seem to suggest that reading digitally prods students not only to adopt skimming patterns, but to use the “Control F” command to bypass reading altogether. Furthermore, students’ reading preferences for online/offline material was also revealed, showing a significant tendency of students to revert to online material “just to understand” or “get an idea” while deep understanding was substantially associated with preference for offline reading.
{"title":"Reading Patterns, Scanning, and the “Control F”/Search Icon: How Students Really (Don’t) Read","authors":"D. Dakakni, Nehme Safa","doi":"10.5296/ire.v11i1.20943","DOIUrl":"https://doi.org/10.5296/ire.v11i1.20943","url":null,"abstract":"The purpose of this research was to investigate whether digital reading had an impact on reading skills, as well as students’ tendencies to read online or offline in the L2 English speaking classroom. This quantitative-qualitative mixed methods case study involved was comprised of a convenient, purposive sample of 15 participants for semi structured focus group interviews in an English-speaking private university. The findings seem to suggest that reading digitally prods students not only to adopt skimming patterns, but to use the “Control F” command to bypass reading altogether. Furthermore, students’ reading preferences for online/offline material was also revealed, showing a significant tendency of students to revert to online material “just to understand” or “get an idea” while deep understanding was substantially associated with preference for offline reading.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"55 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85046020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article refers to the intra-departmental development and mobility of the students, as a basis of reference the qualitative and quantitative characteristics of the students of the Department of Philology of the University of Ioannina in Greece, in relation to the possibilities given to them by the Department's Study Program. The research presented in the relevant article is original and highlights data on the subject, which can strengthen reflection on the issue of student development during their studies. The research is based on the methodological principles of the case study, from which, however, useful conclusions can be drawn and give reasons for reflection on the quality course and upgrading of students in modern Higher Education, both in Greece and internationally.
{"title":"Mapping the Student intra-departmental “mobility” on the Department of Philology at the University of Ioannina, Greece: A research approach","authors":"Ioannis Fykaris, Konstantinos Siapkas","doi":"10.5296/ire.v11i1.20938","DOIUrl":"https://doi.org/10.5296/ire.v11i1.20938","url":null,"abstract":"This article refers to the intra-departmental development and mobility of the students, as a basis of reference the qualitative and quantitative characteristics of the students of the Department of Philology of the University of Ioannina in Greece, in relation to the possibilities given to them by the Department's Study Program. The research presented in the relevant article is original and highlights data on the subject, which can strengthen reflection on the issue of student development during their studies. The research is based on the methodological principles of the case study, from which, however, useful conclusions can be drawn and give reasons for reflection on the quality course and upgrading of students in modern Higher Education, both in Greece and internationally.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"266 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72928744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Outside of education, many academic disciplines developed and promulgated checklists to evaluate the quality of qualitative studies. This article used an embedded mixed methods approach in three stages: development of a conceptual framework reviewing 62 guidelines; a content analysis of key areas of the guidelines; and review of dissertations to see how practices compare to model guidelines. Using 15 educational administration dissertations in the United States, a thematic analysis examined components of the three frameworks: planning the study, in the field, and reporting results. Many researchers failed to adequately describe methods in all phases, with lack of intensity in fieldwork being a ubiquitous problem. Developing validity and reliability should move from a post hoc procedure to a central component in all stages of design. The implications of the frameworks move beyond a rigid checklist and provide direction to develop strategic mapping for designing research in an iterative fashion to optimize representativeness of findings.
{"title":"An Integrative Qualitative Framework: Improving Research Through Strategic Mapping","authors":"David C Coker","doi":"10.5296/ire.v11i1.20921","DOIUrl":"https://doi.org/10.5296/ire.v11i1.20921","url":null,"abstract":"Outside of education, many academic disciplines developed and promulgated checklists to evaluate the quality of qualitative studies. This article used an embedded mixed methods approach in three stages: development of a conceptual framework reviewing 62 guidelines; a content analysis of key areas of the guidelines; and review of dissertations to see how practices compare to model guidelines. Using 15 educational administration dissertations in the United States, a thematic analysis examined components of the three frameworks: planning the study, in the field, and reporting results. Many researchers failed to adequately describe methods in all phases, with lack of intensity in fieldwork being a ubiquitous problem. Developing validity and reliability should move from a post hoc procedure to a central component in all stages of design. The implications of the frameworks move beyond a rigid checklist and provide direction to develop strategic mapping for designing research in an iterative fashion to optimize representativeness of findings.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"43 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85775187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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