This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.
{"title":"Research as a Respectful Practice: an Exploration of the Practice of Respect in Qualitative Research","authors":"E. O’Grady","doi":"10.17583/QRE.2016.2018","DOIUrl":"https://doi.org/10.17583/QRE.2016.2018","url":null,"abstract":"This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"229-254"},"PeriodicalIF":1.4,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640706","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}
We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of color pursued an advanced education both for themselves and for others. These results suggest specific implications for practice that focus on the unique perspectives of doctoral students of color.
{"title":"My Story, My Identity: Doctoral Students of Color at a Research University","authors":"Audrey J. Jaeger, Karen J. Haley","doi":"10.17583/QRE.2016.2019","DOIUrl":"https://doi.org/10.17583/QRE.2016.2019","url":null,"abstract":"We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of color pursued an advanced education both for themselves and for others. These results suggest specific implications for practice that focus on the unique perspectives of doctoral students of color.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"276-308"},"PeriodicalIF":1.4,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640832","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}
{"title":"El Diseño de Investigación Cualitativa, por Uwe Flick","authors":"Laura Carlota Fernández García","doi":"10.17583/QRE.2016.2364","DOIUrl":"https://doi.org/10.17583/QRE.2016.2364","url":null,"abstract":"","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"332-334"},"PeriodicalIF":1.4,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67641127","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}
A. Moreno-Doña, Alexandra Valencia-Peris, Enrique Rivera-García
Physical Education (PE) generally, and Chilean one, specifically, is in the middle of an identity crisis. There is a vision of the body as a production object. This vision has been generated in the light of social Darwinism, and at the same time there are other more conciliatory and global approaches. This investigation tries, with a holistic approach based on participating observation, to look into the practices carried out in relation to PE in schools in the Chilean context. The main conclusion from the analysis carried out is that in schools, PE is mainly focused on “doing” and on the production of results that can later on be assessed with objectivity. This means that schools are still an environment in which discrimination is still present and motor competency is the regulating factor for the processes generated in schools.
{"title":"School Physical Education in Three Chilean Schools: a Characterization of their Teaching Practices","authors":"A. Moreno-Doña, Alexandra Valencia-Peris, Enrique Rivera-García","doi":"10.17583/QRE.2016.2105","DOIUrl":"https://doi.org/10.17583/QRE.2016.2105","url":null,"abstract":"Physical Education (PE) generally, and Chilean one, specifically, is in the middle of an identity crisis. There is a vision of the body as a production object. This vision has been generated in the light of social Darwinism, and at the same time there are other more conciliatory and global approaches. This investigation tries, with a holistic approach based on participating observation, to look into the practices carried out in relation to PE in schools in the Chilean context. The main conclusion from the analysis carried out is that in schools, PE is mainly focused on “doing” and on the production of results that can later on be assessed with objectivity. This means that schools are still an environment in which discrimination is still present and motor competency is the regulating factor for the processes generated in schools.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"255-275"},"PeriodicalIF":1.4,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640657","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}
Globalization as an increasingly influencing force has led English language to become the lingua franca of the world. However, the global spread of English is considered as linguistic and cultural imperialism of English speaking countries to exert their dominance, power, culture, ideology and language over the periphery countries. The devastating consequence of this hegemony, according to Canagarajah (2005) can be putting learners in danger of losing their languages, cultures, and identities, giving rise to the devaluation of their local knowledge and cultures. Here, the researchers administ interview to explore thirty-seven experienced Iranian EFL teachers’ (18males/19females) perceptions on English globalization and its hegemony, who were selected based on purposive sampling. The researchers’ adoption of Strauss and Corbin’s (1998) constant comparative method revealed that although Iranian English teachers admitted globalization as an inevitable reality and English language as a tool in the service of globalization to smooth communication among people, they took up a counter-hegemonic stance and resistance towards the values associated with its use. They also suggested some anti-hegemonic strategies to de-colonize the power, culture, values, and ideologies of the West which tries to marginalize other countries and people.
{"title":"An Exploration of Iranian EFL Teachers' Perceptions on the Globalization and Hegemony of English.","authors":"P. Safari, S. A. Razmjoo","doi":"10.17583/QRE.2016.1797","DOIUrl":"https://doi.org/10.17583/QRE.2016.1797","url":null,"abstract":"Globalization as an increasingly influencing force has led English language to become the lingua franca of the world. However, the global spread of English is considered as linguistic and cultural imperialism of English speaking countries to exert their dominance, power, culture, ideology and language over the periphery countries. The devastating consequence of this hegemony, according to Canagarajah (2005) can be putting learners in danger of losing their languages, cultures, and identities, giving rise to the devaluation of their local knowledge and cultures. Here, the researchers administ interview to explore thirty-seven experienced Iranian EFL teachers’ (18males/19females) perceptions on English globalization and its hegemony, who were selected based on purposive sampling. The researchers’ adoption of Strauss and Corbin’s (1998) constant comparative method revealed that although Iranian English teachers admitted globalization as an inevitable reality and English language as a tool in the service of globalization to smooth communication among people, they took up a counter-hegemonic stance and resistance towards the values associated with its use. They also suggested some anti-hegemonic strategies to de-colonize the power, culture, values, and ideologies of the West which tries to marginalize other countries and people.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"136-166"},"PeriodicalIF":1.4,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640797","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}
{"title":"Qualitative Data Analysis with ATLAS.ti, por Susanne Friese","authors":"R. Romero","doi":"10.17583/QRE.2016.2120","DOIUrl":"https://doi.org/10.17583/QRE.2016.2120","url":null,"abstract":"","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"226-228"},"PeriodicalIF":1.4,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67641363","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}
{"title":"Fifth Year of Existence of Qualitative Research in Education Journal. Thank You Authors, Thank You Readers, Thank You José J. Barba","authors":"Raúl A. Barba-Martín, Aitor Gómez","doi":"10.17583/QRE.2016.2154","DOIUrl":"https://doi.org/10.17583/QRE.2016.2154","url":null,"abstract":"","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"109-111"},"PeriodicalIF":1.4,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67641559","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 “understanding” in terms of interpretation of quality assurance is essential for the acceptance, theorizing and the practical application of the methods proposed by it. A great deal of research papers have often pointed to the lack of understanding, among others, as the reason behind the inadequate nature of implementing quality assurance in higher education institutes. This paper examines the “understanding” levels of two key stakeholders in terms of the meaning they make out of the policy pronouncements on quality. It utilizes the qualitative case study scheme to provoke the thoughts of mainly the academic staff and their administrative counterparts in two public universities. The findings reveal that there exist differences which are mainly grounded on their role and experience in the scope of understanding the purposes served by quality, and the depths of quality management fulfillment among the two categories of stakeholders. This underpins the value of clarifying the philosophy of quality assurance to stakeholders and their involvement for better understanding and ownership.
{"title":"A Construal of the Understanding Level of Quality Assurance by Internal Stakeholders in Two Malaysian Universities","authors":"B. Njie, S. Asimiran","doi":"10.17583/QRE.2016.1672","DOIUrl":"https://doi.org/10.17583/QRE.2016.1672","url":null,"abstract":"The “understanding” in terms of interpretation of quality assurance is essential for the acceptance, theorizing and the practical application of the methods proposed by it. A great deal of research papers have often pointed to the lack of understanding, among others, as the reason behind the inadequate nature of implementing quality assurance in higher education institutes. This paper examines the “understanding” levels of two key stakeholders in terms of the meaning they make out of the policy pronouncements on quality. It utilizes the qualitative case study scheme to provoke the thoughts of mainly the academic staff and their administrative counterparts in two public universities. The findings reveal that there exist differences which are mainly grounded on their role and experience in the scope of understanding the purposes served by quality, and the depths of quality management fulfillment among the two categories of stakeholders. This underpins the value of clarifying the philosophy of quality assurance to stakeholders and their involvement for better understanding and ownership.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"112-135"},"PeriodicalIF":1.4,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640766","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}
Teacher demoralization is a concept describing the negative emotional experiences affecting teachers’ well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers’ well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constructed other than psychologically constructed. Thus, this study aims to identify the potential social causes instead of psychological roots of teacher demoralization. Using in-depth interview data, the study illustrates that school administration may, from teachers’ perspectives, structurally demoralize teachers by disempowering teachers to control over labor process of teaching and to appreciate the instructional values of work and working condition. Thus, school reformers are recommended to empower teachers to exercise control over labor process of teaching and to appreciate the instructional values of their work and working conditions.
{"title":"Teacher Demoralization, Disempowerment and School Administration.","authors":"K. Tsang, Di-fei Liu","doi":"10.17583/QRE.2016.1883","DOIUrl":"https://doi.org/10.17583/QRE.2016.1883","url":null,"abstract":"Teacher demoralization is a concept describing the negative emotional experiences affecting teachers’ well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers’ well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constructed other than psychologically constructed. Thus, this study aims to identify the potential social causes instead of psychological roots of teacher demoralization. Using in-depth interview data, the study illustrates that school administration may, from teachers’ perspectives, structurally demoralize teachers by disempowering teachers to control over labor process of teaching and to appreciate the instructional values of work and working condition. Thus, school reformers are recommended to empower teachers to exercise control over labor process of teaching and to appreciate the instructional values of their work and working conditions.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"200-225"},"PeriodicalIF":1.4,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640846","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}
La evaluacion por competencias aparece como prioridad en los ultimos marcos legislativos que regulan la educacion obligatoria en Espana, pero a nivel operativo no esta resuelta satisfactoriamente en ninguno de ellos. En este articulo presentamos una propuesta de integracion de competencias en el diseno de secuencias de aprendizaje. Esta ha surgido fruto de un proceso de investigacion-accion llevado a cabo a lo largo de dos anos por un equipo de tres investigadores liderado por un profesor de Tecnologia de Educacion Secundaria Obligatoria. La propuesta se realizo en el contexto de la LOE, pero tal y como discute el articulo, se adapta a las propuesta de la LOMCE y supera alguna de sus dificultades. La reflexion sobre el proceso de diseno y aplicacion de la propuesta muestra que es necesario desglosar los estandares de aprendizaje definidos en la LOMCE para facilitar su evaluacion, y que la evaluacion de los aprendizajes debe ser continua, basada en la observacion y diferenciada segun su objetivo.La evaluacion por competencias aparece como prioridad en los ultimos marcos legislativos que regulan la educacion en Espana, pero a nivel operativo no esta resuelta satisfactoriamente en ninguno de ellos.En este articulo presentamos una propuesta de integracion de las competencias basicas en el diseno de secuencias de aprendizaje.Dicha propuesta surgio como fruto de un proceso de investigacion-accion llevado a cabo a lo largo de dos anos por un profesor de Tecnologia de Educacion Secundaria Obligatoria. Con el fin ultimo de mejorar el grado de aprendizaje de los alumnos, el proceso de investigacion-accion se concreto en el perfeccionamiento del diseno y gestion de las actividades en la etapa de educacion secundaria.La propuesta se realizo en el contexto de la LOE, pero tal y como discute el articulo, se adapta a las propuesta de la LOMCE y supera alguna de sus dificultades.La reflexion sobre el proceso de diseno y aplicacion de la propuesta muestra que es necesario desglosar los estandares de aprendizaje definidos en la LOMCE para facilitar su evaluacion, y que la evaluacion de los aprendizajes debe ser continua, basada en la observacion y diferenciada segun su objetivo.
{"title":"Competency-Based Curricular Design: An Action Research Experience in “Technology” in Compulsory Secondary Education","authors":"J. Pariente, A. Martínez-Monés, I. M. J. Abellán","doi":"10.17583/QRE.2016.1713","DOIUrl":"https://doi.org/10.17583/QRE.2016.1713","url":null,"abstract":"La evaluacion por competencias aparece como prioridad en los ultimos marcos legislativos que regulan la educacion obligatoria en Espana, pero a nivel operativo no esta resuelta satisfactoriamente en ninguno de ellos. En este articulo presentamos una propuesta de integracion de competencias en el diseno de secuencias de aprendizaje. Esta ha surgido fruto de un proceso de investigacion-accion llevado a cabo a lo largo de dos anos por un equipo de tres investigadores liderado por un profesor de Tecnologia de Educacion Secundaria Obligatoria. La propuesta se realizo en el contexto de la LOE, pero tal y como discute el articulo, se adapta a las propuesta de la LOMCE y supera alguna de sus dificultades. La reflexion sobre el proceso de diseno y aplicacion de la propuesta muestra que es necesario desglosar los estandares de aprendizaje definidos en la LOMCE para facilitar su evaluacion, y que la evaluacion de los aprendizajes debe ser continua, basada en la observacion y diferenciada segun su objetivo.La evaluacion por competencias aparece como prioridad en los ultimos marcos legislativos que regulan la educacion en Espana, pero a nivel operativo no esta resuelta satisfactoriamente en ninguno de ellos.En este articulo presentamos una propuesta de integracion de las competencias basicas en el diseno de secuencias de aprendizaje.Dicha propuesta surgio como fruto de un proceso de investigacion-accion llevado a cabo a lo largo de dos anos por un profesor de Tecnologia de Educacion Secundaria Obligatoria. Con el fin ultimo de mejorar el grado de aprendizaje de los alumnos, el proceso de investigacion-accion se concreto en el perfeccionamiento del diseno y gestion de las actividades en la etapa de educacion secundaria.La propuesta se realizo en el contexto de la LOE, pero tal y como discute el articulo, se adapta a las propuesta de la LOMCE y supera alguna de sus dificultades.La reflexion sobre el proceso de diseno y aplicacion de la propuesta muestra que es necesario desglosar los estandares de aprendizaje definidos en la LOMCE para facilitar su evaluacion, y que la evaluacion de los aprendizajes debe ser continua, basada en la observacion y diferenciada segun su objetivo.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"5 1","pages":"167-199"},"PeriodicalIF":1.4,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640792","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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