Pub Date : 2022-01-31DOI: 10.1080/13803611.2021.2022312
A. Davis, Matthew C. Makel
In an emerging research space, it is a tall order to compile a litany of literature, synthesise complex concepts, and incorporate rapidly evolving perspectives. In Keith Morrison’s Replication Research in Education: A Guide to Designing, Conducting, and Analysing Studies, he makes this daunting task doable. This textbook unpacks replication research at a high level while diving deeper into what one might consider when designing their own study. Along the way, the reader will find useful bullet point summaries at the chapter openings, meditative reminders of important terms in the middle, as well as handy tables and figures worth bookmarking throughout. The nomenclature for “replication” is dense. As Morrison describes, “replication” is an ambiguous term, stemming from its Latin roots – replicare –meaning to repeat, to unroll, or to fold back. More circularly, replication:
{"title":"Replication research in education: a guide to designing, conducting, and analysing studies","authors":"A. Davis, Matthew C. Makel","doi":"10.1080/13803611.2021.2022312","DOIUrl":"https://doi.org/10.1080/13803611.2021.2022312","url":null,"abstract":"In an emerging research space, it is a tall order to compile a litany of literature, synthesise complex concepts, and incorporate rapidly evolving perspectives. In Keith Morrison’s Replication Research in Education: A Guide to Designing, Conducting, and Analysing Studies, he makes this daunting task doable. This textbook unpacks replication research at a high level while diving deeper into what one might consider when designing their own study. Along the way, the reader will find useful bullet point summaries at the chapter openings, meditative reminders of important terms in the middle, as well as handy tables and figures worth bookmarking throughout. The nomenclature for “replication” is dense. As Morrison describes, “replication” is an ambiguous term, stemming from its Latin roots – replicare –meaning to repeat, to unroll, or to fold back. More circularly, replication:","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"225 - 227"},"PeriodicalIF":1.4,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44817154","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}
Pub Date : 2022-01-31DOI: 10.1080/13803611.2021.2022313
Jinfa Cai
Despite the abundant and frequent calls for replication studies from research communities (e.g., Shavelson & Towne, 2002) and funding agencies (e.g., Institute of Education Sciences [IES] & National Science Foundation [NSF], 2013), the number of such studies remains stubbornly small. For example, in an analysis of all articles published since 1900 in the top-10 psychological journals, Makel et al. (2012) found that less than 1% were replication studies. Moreover, from the top100 education journals, as ranked by a 5-year impact factor, Makel and Plucker (2014) found that only 0.13% of articles were replication studies, with most successful replications being authored by the same individuals who had carried out the initial studies. Among all research articles published in the Journal for Research in Mathematics Education (JRME) from its inception in 1970 through 2016, only about 3% clearly intended to replicate prior studies (Cai et al., 2018). And, at the IES in the United States, the majority of funded grant applications have not explicitly stated an intent to conduct a replication (Chhin et al., 2018). There are many reasons for the limited number of published replication studies. One major reason is a lack of clarity with respect to the nature of replications and their significance. There has, however, been increasing recognition of the importance of replication studies. Replication studies provide new knowledge and can help researchers, practitioners, and policymakers gain insights about which interventions improve (or do not improve) education outcomes, for whom, and under what conditions (Cai et al., 2018; NSF & IES, 2018). Perry et al. (2022) found that despite their small number, the rate of replication studies in education has gradually increased from 2011 to 2020. Fortunately, some journals have published special issues on replication studies, such as this special issue of Educational Research and Evaluation (ERE) and that in JRME (Cai et al., 2018). In addition, funding agencies such as the NSF and IES in the United States have explicitly called for grant proposals for replication studies (NSF & IES, 2018).
尽管研究界（例如，Shavelson&Towne，2002）和资助机构（例如，教育科学研究所[IES]和国家科学基金会[NSF]，2013）频繁呼吁进行复制研究，但此类研究的数量仍然很少。例如，在对1900年以来发表在前十大心理学期刊上的所有文章的分析中，Makel等人（2012）发现，只有不到1%的文章是复制研究。此外，Makel和Plucker（2014）在按5年影响因素排名的前100种教育期刊中发现，只有0.13%的文章是复制研究，大多数成功的复制是由进行初步研究的同一个人撰写的。在《数学教育研究杂志》（JRME）从1970年创刊到2016年发表的所有研究文章中，只有约3%的文章明确打算复制先前的研究（Cai et al.，2018）。而且，在美国IES，大多数资助的拨款申请都没有明确表示有意进行复制（Chhin等人，2018）。发表的复制研究数量有限有很多原因。一个主要原因是对复制的性质及其意义缺乏明确性。然而，人们越来越认识到复制研究的重要性。复制研究提供了新的知识，可以帮助研究人员、从业者和政策制定者深入了解哪些干预措施可以改善（或不能改善）教育成果，对谁有利，以及在什么条件下（Cai et al.，2018；NSF&IES，2018）。Perry等人（2022）发现，尽管数量很少，但从2011年到2020年，教育中的复制研究率逐渐上升。幸运的是，一些期刊已经发表了关于复制研究的特刊，如本期《教育研究与评价》（ERE）和《JRME》（Cai et al.，2018）。此外，美国国家科学基金会和IES等资助机构明确呼吁为复制研究提供拨款建议（NSF&IES，2018）。
{"title":"Promoting conceptual replications in educational research","authors":"Jinfa Cai","doi":"10.1080/13803611.2021.2022313","DOIUrl":"https://doi.org/10.1080/13803611.2021.2022313","url":null,"abstract":"Despite the abundant and frequent calls for replication studies from research communities (e.g., Shavelson & Towne, 2002) and funding agencies (e.g., Institute of Education Sciences [IES] & National Science Foundation [NSF], 2013), the number of such studies remains stubbornly small. For example, in an analysis of all articles published since 1900 in the top-10 psychological journals, Makel et al. (2012) found that less than 1% were replication studies. Moreover, from the top100 education journals, as ranked by a 5-year impact factor, Makel and Plucker (2014) found that only 0.13% of articles were replication studies, with most successful replications being authored by the same individuals who had carried out the initial studies. Among all research articles published in the Journal for Research in Mathematics Education (JRME) from its inception in 1970 through 2016, only about 3% clearly intended to replicate prior studies (Cai et al., 2018). And, at the IES in the United States, the majority of funded grant applications have not explicitly stated an intent to conduct a replication (Chhin et al., 2018). There are many reasons for the limited number of published replication studies. One major reason is a lack of clarity with respect to the nature of replications and their significance. There has, however, been increasing recognition of the importance of replication studies. Replication studies provide new knowledge and can help researchers, practitioners, and policymakers gain insights about which interventions improve (or do not improve) education outcomes, for whom, and under what conditions (Cai et al., 2018; NSF & IES, 2018). Perry et al. (2022) found that despite their small number, the rate of replication studies in education has gradually increased from 2011 to 2020. Fortunately, some journals have published special issues on replication studies, such as this special issue of Educational Research and Evaluation (ERE) and that in JRME (Cai et al., 2018). In addition, funding agencies such as the NSF and IES in the United States have explicitly called for grant proposals for replication studies (NSF & IES, 2018).","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"8 - 11"},"PeriodicalIF":1.4,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42392375","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}
Pub Date : 2022-01-31DOI: 10.1080/13803611.2021.2022315
Thomas Perry, R. Morris, Rosanna Lea
ABSTRACT Replication studies in education are relatively rare. Of the few which are conducted, many are conceptual rather than direct replications. With so few replication studies, and many of those that are attempted producing null results, the scientific status of the evidence base for educational policy and practice is in question. Replicating Makel and Plucker’s review of the education replication literature, conducted in 2014, this paper presents a mapping review looking at rates of replication in education research from 2011 to 2020. We provide an overview of the number of replication studies by replication type, year, outcome, authorship, and journal. Our results are consistent with those of Makel and Plucker, revealing very low but gradually increasing rates of replication study in education. We discuss the role of replication in producing a robust and trustworthy evidence base for policy and practice, and some of the challenges in operationalising definitions of replication we encountered.
{"title":"A decade of replication study in education? A mapping review (2011–2020)","authors":"Thomas Perry, R. Morris, Rosanna Lea","doi":"10.1080/13803611.2021.2022315","DOIUrl":"https://doi.org/10.1080/13803611.2021.2022315","url":null,"abstract":"ABSTRACT Replication studies in education are relatively rare. Of the few which are conducted, many are conceptual rather than direct replications. With so few replication studies, and many of those that are attempted producing null results, the scientific status of the evidence base for educational policy and practice is in question. Replicating Makel and Plucker’s review of the education replication literature, conducted in 2014, this paper presents a mapping review looking at rates of replication in education research from 2011 to 2020. We provide an overview of the number of replication studies by replication type, year, outcome, authorship, and journal. Our results are consistent with those of Makel and Plucker, revealing very low but gradually increasing rates of replication study in education. We discuss the role of replication in producing a robust and trustworthy evidence base for policy and practice, and some of the challenges in operationalising definitions of replication we encountered.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"12 - 34"},"PeriodicalIF":1.4,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48402107","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}
Pub Date : 2022-01-31DOI: 10.1080/13803611.2021.2022311
Rashida Banerjee
The education community must aim to conduct, encourage, and support rigorous research that is transparent, actionable, and focused on consequential outcomes. The ultimate goal of an educational scientific endeavour is to provide empirical evidence to improve education practice and policy and share that evidence in a way that can be used by educators, families, policymakers, researchers, and the community. Reichow (2016) operationalised evidence-based practice as a five-step process involving:
{"title":"Replication research in education: is the tide turning?","authors":"Rashida Banerjee","doi":"10.1080/13803611.2021.2022311","DOIUrl":"https://doi.org/10.1080/13803611.2021.2022311","url":null,"abstract":"The education community must aim to conduct, encourage, and support rigorous research that is transparent, actionable, and focused on consequential outcomes. The ultimate goal of an educational scientific endeavour is to provide empirical evidence to improve education practice and policy and share that evidence in a way that can be used by educators, families, policymakers, researchers, and the community. Reichow (2016) operationalised evidence-based practice as a five-step process involving:","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"220 - 224"},"PeriodicalIF":1.4,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42471575","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}
Pub Date : 2022-01-31DOI: 10.1080/13803611.2021.2022310
Matthew C. Makel, M. S. Meyer, M. Simonsen, A. Roberts, J. Plucker
Replication has received increasing attention over the last decade. This comes on the heels of prominent instances of data fabrication (National Academies of Sciences, Engineering, and Medicine, 2017) and estimates that few studies attempt to replicate previous findings (Makel & Plucker, 2014). Replication has been called the Supreme Court of science (Collins, 1985), as well as a basic building block of scholarship. One persistent question in informal conversations that we have not seen addressed in formal writing, is replication’s relevance to qualitative research. Qualitative research is "a situated activity that locates the observer in the world" and "consists of a set of interpretive, material practices that make the world visible" (Denzin & Lincoln, 2011, p. 3). Some have argued that replication “missed the point” of qualitative research (Pratt et al., 2020, p. 3). However, in a survey of nearly 1,500 recently published education researchers, less than 10% of qualitative researchers reported that replication should never be used (Makel et al., 2021). Given the prevalence of qualitative research in education, it is important to examine replication’s relevance. In this commentary, we argue that replication is relevant to the qualitative lens in at least three ways. First, replication supports the established values in qualitative research of transparency and intentionality. Second, replication can be used to assess the well-established tradition of transferability. Third, replication can evaluate connections between reflexivity, as evidenced by positionality statements, and qualitative research findings.
{"title":"Replication is relevant to qualitative research","authors":"Matthew C. Makel, M. S. Meyer, M. Simonsen, A. Roberts, J. Plucker","doi":"10.1080/13803611.2021.2022310","DOIUrl":"https://doi.org/10.1080/13803611.2021.2022310","url":null,"abstract":"Replication has received increasing attention over the last decade. This comes on the heels of prominent instances of data fabrication (National Academies of Sciences, Engineering, and Medicine, 2017) and estimates that few studies attempt to replicate previous findings (Makel & Plucker, 2014). Replication has been called the Supreme Court of science (Collins, 1985), as well as a basic building block of scholarship. One persistent question in informal conversations that we have not seen addressed in formal writing, is replication’s relevance to qualitative research. Qualitative research is \"a situated activity that locates the observer in the world\" and \"consists of a set of interpretive, material practices that make the world visible\" (Denzin & Lincoln, 2011, p. 3). Some have argued that replication “missed the point” of qualitative research (Pratt et al., 2020, p. 3). However, in a survey of nearly 1,500 recently published education researchers, less than 10% of qualitative researchers reported that replication should never be used (Makel et al., 2021). Given the prevalence of qualitative research in education, it is important to examine replication’s relevance. In this commentary, we argue that replication is relevant to the qualitative lens in at least three ways. First, replication supports the established values in qualitative research of transparency and intentionality. Second, replication can be used to assess the well-established tradition of transferability. Third, replication can evaluate connections between reflexivity, as evidenced by positionality statements, and qualitative research findings.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"215 - 219"},"PeriodicalIF":1.4,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42526938","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}
Pub Date : 2022-01-31DOI: 10.1080/13803611.2021.2022317
B. See, R. Morris, S. Gorard, N. Siddiqui, M. Easterbrook, M. Nieuwenhuis, K. Fox, P. Harris, R. Banerjee
ABSTRACT This paper describes an independently evaluated randomised controlled trial of a self-affirmation intervention, replicating earlier studies, mostly conducted in the US with ethnic minority students. Self-affirmation theory suggests that some stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities when such threats are most salient can give individuals a positive sense of value, negating harmful feelings, and fostering academic learning. The present study, involving 10,807 pupils aged 14 to 16 in England showed that the intervention can be successfully replicated with children from low socioeconomic backgrounds in England. The analysis showed positive effects for the intervention group. Pupils who completed more exercises also performed better. The findings are worth consideration given that it costs virtually nothing and does no harm.
{"title":"A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England","authors":"B. See, R. Morris, S. Gorard, N. Siddiqui, M. Easterbrook, M. Nieuwenhuis, K. Fox, P. Harris, R. Banerjee","doi":"10.1080/13803611.2021.2022317","DOIUrl":"https://doi.org/10.1080/13803611.2021.2022317","url":null,"abstract":"ABSTRACT This paper describes an independently evaluated randomised controlled trial of a self-affirmation intervention, replicating earlier studies, mostly conducted in the US with ethnic minority students. Self-affirmation theory suggests that some stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities when such threats are most salient can give individuals a positive sense of value, negating harmful feelings, and fostering academic learning. The present study, involving 10,807 pupils aged 14 to 16 in England showed that the intervention can be successfully replicated with children from low socioeconomic backgrounds in England. The analysis showed positive effects for the intervention group. Pupils who completed more exercises also performed better. The findings are worth consideration given that it costs virtually nothing and does no harm.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"83 - 116"},"PeriodicalIF":1.4,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43725559","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":"Appreciation to reviewers","authors":"","doi":"10.1080/13803611.2021.1979313","DOIUrl":"https://doi.org/10.1080/13803611.2021.1979313","url":null,"abstract":"(2020). Appreciation to reviewers. Educational Research and Evaluation: Vol. 26, CROSS-CULTURAL EXAMINATIONS OF TEST-TAKING EFFORT IN PISA, pp. i-i.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"24 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536035","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}
Pub Date : 2020-11-16DOI: 10.1080/13803611.2021.1972384
P. Harindranathan
behind many of the works of these thinkers. While the book is not specifically focused on educational research methodology, it would be useful to understand how these theories were developed. The book is also unclear about whether it is about how these theories have been, or should be practised in reality. Although, at the beginning of this volume, the authors claim to provide some suggestions for application, there is a lack of evidence on where these theories could be applied. For instance, in the section Applying the Theory, the authors mention several times that “this theory has been practised by many countries/schools/teachers” (e.g., Chapters 3 and 17), but provide no evidence, references, or the context within which they were used. The suggestions offered in many chapters were unclear about whether they are evidence-based or simply hypothetical. For example, they argue that multiple intelligences can improve children’s selfesteem and confidence to support the application of this theory, but they present no robust empirical evidence to support this. In summary, this book provides a useful introduction to the thinking of contemporary educational theorists. It is beneficial to novices in education or anyone who is looking for a whistle-stop tour of contemporary educational theories, though their origins in research and evidence are unclear.
{"title":"How learning happens: seminal works in educational psychology and what they mean in practice","authors":"P. Harindranathan","doi":"10.1080/13803611.2021.1972384","DOIUrl":"https://doi.org/10.1080/13803611.2021.1972384","url":null,"abstract":"behind many of the works of these thinkers. While the book is not specifically focused on educational research methodology, it would be useful to understand how these theories were developed. The book is also unclear about whether it is about how these theories have been, or should be practised in reality. Although, at the beginning of this volume, the authors claim to provide some suggestions for application, there is a lack of evidence on where these theories could be applied. For instance, in the section Applying the Theory, the authors mention several times that “this theory has been practised by many countries/schools/teachers” (e.g., Chapters 3 and 17), but provide no evidence, references, or the context within which they were used. The suggestions offered in many chapters were unclear about whether they are evidence-based or simply hypothetical. For example, they argue that multiple intelligences can improve children’s selfesteem and confidence to support the application of this theory, but they present no robust empirical evidence to support this. In summary, this book provides a useful introduction to the thinking of contemporary educational theorists. It is beneficial to novices in education or anyone who is looking for a whistle-stop tour of contemporary educational theories, though their origins in research and evidence are unclear.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"462 - 465"},"PeriodicalIF":1.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46987734","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}
Pub Date : 2020-11-16DOI: 10.1080/13803611.2021.1991810
Wilfred Uunk, Magdalena Pratter
ABSTRACT We study gender differences in the selection of traditional universities versus universities of applied sciences in Germany. Do women, due to life and job goals, less often enrol than men in traditional universities and more often enrol at the more practice- and profession-oriented universities of applied sciences? Or are women overrepresented at traditional universities due to prior educational choices and outcomes such as higher school grades and more frequent choice of non-technical fields of study? Our analyses on a national sample of 1st-year students report a 14-percentage point higher likelihood of women than men to enter traditional universities. This gender gap can almost entirely be attributed to educational factors, specifically women’s less frequent choice of engineering majors, and hardly by job goal preferences. That, net of these factors, no gender difference exists indicates that women in Germany do not aim lower or higher than men as to the institution choice.
{"title":"Gender differences in higher education in Germany: are women under- or overrepresented at university, and why?","authors":"Wilfred Uunk, Magdalena Pratter","doi":"10.1080/13803611.2021.1991810","DOIUrl":"https://doi.org/10.1080/13803611.2021.1991810","url":null,"abstract":"ABSTRACT We study gender differences in the selection of traditional universities versus universities of applied sciences in Germany. Do women, due to life and job goals, less often enrol than men in traditional universities and more often enrol at the more practice- and profession-oriented universities of applied sciences? Or are women overrepresented at traditional universities due to prior educational choices and outcomes such as higher school grades and more frequent choice of non-technical fields of study? Our analyses on a national sample of 1st-year students report a 14-percentage point higher likelihood of women than men to enter traditional universities. This gender gap can almost entirely be attributed to educational factors, specifically women’s less frequent choice of engineering majors, and hardly by job goal preferences. That, net of these factors, no gender difference exists indicates that women in Germany do not aim lower or higher than men as to the institution choice.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"414 - 432"},"PeriodicalIF":1.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433655","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}
Pub Date : 2020-11-16DOI: 10.1080/13803611.2021.1977153
Laura Dörrenbächer-Ulrich, Lisa Stark, F. Perels
ABSTRACT Although recent research has focused on teachers’ attitudes concerning inclusive education, studies on teachers’ concerns about heterogeneity in inclusive education and on the implementation of inclusive teaching into their educational practice are sparse. Based on the concerns-based adoption model, the present study investigated whether there are different teacher profiles with regard to their concerns and behaviour regarding heterogeneity in inclusive classrooms and to what extent these profiles differ with regard to subjective dimensions (attitudes, subjective norms, self-efficacy, background factors such as experience and emotions). Three profiles merging teachers’ Stages of Concern and Levels of Use (impact-concerned co-operators, unconcerned mechanical users, moderately concerned non-users) were identified in a sample of N = 113 teachers. Moreover, substantial differences between the three profiles regarding all of the subjective dimensions were detected. It is discussed how these results can be used for supporting teachers in dealing with heterogeneity in inclusive education.
{"title":"Profiles of teachers’ concerns about heterogeneity in classrooms","authors":"Laura Dörrenbächer-Ulrich, Lisa Stark, F. Perels","doi":"10.1080/13803611.2021.1977153","DOIUrl":"https://doi.org/10.1080/13803611.2021.1977153","url":null,"abstract":"ABSTRACT Although recent research has focused on teachers’ attitudes concerning inclusive education, studies on teachers’ concerns about heterogeneity in inclusive education and on the implementation of inclusive teaching into their educational practice are sparse. Based on the concerns-based adoption model, the present study investigated whether there are different teacher profiles with regard to their concerns and behaviour regarding heterogeneity in inclusive classrooms and to what extent these profiles differ with regard to subjective dimensions (attitudes, subjective norms, self-efficacy, background factors such as experience and emotions). Three profiles merging teachers’ Stages of Concern and Levels of Use (impact-concerned co-operators, unconcerned mechanical users, moderately concerned non-users) were identified in a sample of N = 113 teachers. Moreover, substantial differences between the three profiles regarding all of the subjective dimensions were detected. It is discussed how these results can be used for supporting teachers in dealing with heterogeneity in inclusive education.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"433 - 459"},"PeriodicalIF":1.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41835937","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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