Pub Date : 2023-10-18DOI: 10.1080/1743727x.2023.2270432
Fern Sakamoto
ABSTRACTThe flexibility of the Delphi Technique has enabled its application across a wide range of fields to facilitate problem solving, decision-making and consensus-building. However, flexibility brings with it a corresponding lack of detailed methodological guidelines, and the rigour of Delphi studies has been questioned. This paper presents a recent study investigating global competence in Japan to demonstrate how Q-methodology can be integrated into a Delphi study to improve rigour. Using Q-methodology helps to mitigate potential problems associated with (a) consensus parameters and focus, (b) panel retention rates, and (c) feedback design.KEYWORDS: Delphi TechniqueQ-methodologymixed methods researchglobal competenceJapan AcknowledgementsThe author is grateful to Phil Benson for his advice on aspects of the development of the study.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by Japan Society for the Promotion of Science: [Grant Number 19K00840].
{"title":"Improving Delphi study rigour with the integration of Q-methodology","authors":"Fern Sakamoto","doi":"10.1080/1743727x.2023.2270432","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2270432","url":null,"abstract":"ABSTRACTThe flexibility of the Delphi Technique has enabled its application across a wide range of fields to facilitate problem solving, decision-making and consensus-building. However, flexibility brings with it a corresponding lack of detailed methodological guidelines, and the rigour of Delphi studies has been questioned. This paper presents a recent study investigating global competence in Japan to demonstrate how Q-methodology can be integrated into a Delphi study to improve rigour. Using Q-methodology helps to mitigate potential problems associated with (a) consensus parameters and focus, (b) panel retention rates, and (c) feedback design.KEYWORDS: Delphi TechniqueQ-methodologymixed methods researchglobal competenceJapan AcknowledgementsThe author is grateful to Phil Benson for his advice on aspects of the development of the study.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by Japan Society for the Promotion of Science: [Grant Number 19K00840].","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888143","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 : 2023-10-05DOI: 10.1080/1743727x.2023.2266375
Sun Yee Yip
This paper draws on my experiences as a doctoral student undertaking a project to examine the professional adaptation of Asian immigrant teachers in Australia. Using a reflexive narrative approach, I examine how my position influenced my access to participants, the understanding of their contexts, and the nature of my relationship and interaction with the participants. The paper discusses the tensions that resulted from my insider-outsider positions and how they shaped my qualitative study's research process and outcomes. I conclude with recommendations for researchers to carefully consider the possible influence of their positionality in any research setting and its implications for informing future research.
{"title":"Positionality and reflexivity: negotiating insider-outsider positions within and across cultures","authors":"Sun Yee Yip","doi":"10.1080/1743727x.2023.2266375","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2266375","url":null,"abstract":"This paper draws on my experiences as a doctoral student undertaking a project to examine the professional adaptation of Asian immigrant teachers in Australia. Using a reflexive narrative approach, I examine how my position influenced my access to participants, the understanding of their contexts, and the nature of my relationship and interaction with the participants. The paper discusses the tensions that resulted from my insider-outsider positions and how they shaped my qualitative study's research process and outcomes. I conclude with recommendations for researchers to carefully consider the possible influence of their positionality in any research setting and its implications for informing future research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482691","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 : 2023-10-04DOI: 10.1080/1743727x.2023.2263373
Richard Cook
ABSTRACTEthnograms are used to visualize data gathered from students’ and teachers’ talk in the classrooms of a secondary school in the UK. A sample of talk data is portrayed in three example ethnograms. The ethnograms transform non-visual data into the visual domain for the purpose of analysis using visualization and abstraction. Using ethnograms the sound of talk, as it had occurred during lessons, became seen and thus visualized which students talked most or made the most noise, where teachers positioned themselves and the relationships between students’ talk and teachers’ positions in classrooms. Through visualizing talk, it became possible to see space in the classroom which was louder or quieter and identify students who were silent. Visualizing talk led to alternate perspectives and interpretations of the data and surprising findings to be surfaced. Ethnograms are therefore posited as a potential method for researchers interested in portraying data for further post-collection analysis or to see, for example, sensory data such as mood, emotion or smell. Ethnograms are shown to be an accessible and viable qualitative research method particularly useful for researchers who wish to qualitatively visualize the social interactions and behaviours of people for interpretation.KEYWORDS: Ethnogramqualitative visualizationeducational researchresearch methodsstudent talkstudent questions Disclosure statementNo potential conflict of interest was reported by the authors.AcknowledgementsThe author would like to thank the participants and the anonymous reviewers for their constructive comments.CopyrightPhotographs and illustrations are original artworks created by the author and are used as figures with permission.Notes1 An Echo Dot voice assistant is a digital ‘smart speaker’ that responds to spoken instructions. The Echo Dots were used as a data collection tool and were a focus of the one-year research study.2 Alexa is the name given to the Amazon Echo Dot device’s artificial intelligence voice assistant software.
{"title":"Using an ‘Ethnogram’ to visualize talk in the classroom","authors":"Richard Cook","doi":"10.1080/1743727x.2023.2263373","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2263373","url":null,"abstract":"ABSTRACTEthnograms are used to visualize data gathered from students’ and teachers’ talk in the classrooms of a secondary school in the UK. A sample of talk data is portrayed in three example ethnograms. The ethnograms transform non-visual data into the visual domain for the purpose of analysis using visualization and abstraction. Using ethnograms the sound of talk, as it had occurred during lessons, became seen and thus visualized which students talked most or made the most noise, where teachers positioned themselves and the relationships between students’ talk and teachers’ positions in classrooms. Through visualizing talk, it became possible to see space in the classroom which was louder or quieter and identify students who were silent. Visualizing talk led to alternate perspectives and interpretations of the data and surprising findings to be surfaced. Ethnograms are therefore posited as a potential method for researchers interested in portraying data for further post-collection analysis or to see, for example, sensory data such as mood, emotion or smell. Ethnograms are shown to be an accessible and viable qualitative research method particularly useful for researchers who wish to qualitatively visualize the social interactions and behaviours of people for interpretation.KEYWORDS: Ethnogramqualitative visualizationeducational researchresearch methodsstudent talkstudent questions Disclosure statementNo potential conflict of interest was reported by the authors.AcknowledgementsThe author would like to thank the participants and the anonymous reviewers for their constructive comments.CopyrightPhotographs and illustrations are original artworks created by the author and are used as figures with permission.Notes1 An Echo Dot voice assistant is a digital ‘smart speaker’ that responds to spoken instructions. The Echo Dots were used as a data collection tool and were a focus of the one-year research study.2 Alexa is the name given to the Amazon Echo Dot device’s artificial intelligence voice assistant software.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592216","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 : 2023-08-08DOI: 10.1080/1743727X.2023.2244777
Clara Kassem
This is a practical ‘ how-to ’ guide for analyzing qualitative data. It will appeal to qualitative researchers, and especially postgraduate students, across a range of disciplines as it provides step-by-step guidance, diagrams
{"title":"Qualitative content analysis: methods, practice and software, second edition","authors":"Clara Kassem","doi":"10.1080/1743727X.2023.2244777","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2244777","url":null,"abstract":"This is a practical ‘ how-to ’ guide for analyzing qualitative data. It will appeal to qualitative researchers, and especially postgraduate students, across a range of disciplines as it provides step-by-step guidance, diagrams","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49223425","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 : 2023-06-23DOI: 10.1080/1743727X.2023.2223093
Sarah Yearsley
{"title":"Advancing culturally responsive research and researchers: qualitative, quantitative and mixed methods","authors":"Sarah Yearsley","doi":"10.1080/1743727X.2023.2223093","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2223093","url":null,"abstract":"","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47682126","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 : 2023-05-05DOI: 10.1080/1743727X.2023.2208052
Saira Hossain, I. Strnadová, Joanne Danker, Nowshin Noor Ahsan, Rafid Rahman Nebir
ABSTRACT The paper is a reflective narrative of engaging two school students aged 13–16 as advisors in participatory research in Bangladesh during the COVID-19 crisis. It outlines different ways to facilitate the active engagement of children and young people and include their voices in research. The authors also discuss the benefits and methodological and ethical complexities of engaging children and young people as advisors of adult researchers during the pandemic in a country from the Global South, such as Bangladesh. The findings underscore the need to rethink the traditional view of considering children and young people as vulnerable and passive members of society in times of emergency and explore the scope of involving them as active stakeholders in producing quality research data.
{"title":"Taking Part while being apart: conducting participatory research with children during the COVID-19 pandemic","authors":"Saira Hossain, I. Strnadová, Joanne Danker, Nowshin Noor Ahsan, Rafid Rahman Nebir","doi":"10.1080/1743727X.2023.2208052","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2208052","url":null,"abstract":"ABSTRACT The paper is a reflective narrative of engaging two school students aged 13–16 as advisors in participatory research in Bangladesh during the COVID-19 crisis. It outlines different ways to facilitate the active engagement of children and young people and include their voices in research. The authors also discuss the benefits and methodological and ethical complexities of engaging children and young people as advisors of adult researchers during the pandemic in a country from the Global South, such as Bangladesh. The findings underscore the need to rethink the traditional view of considering children and young people as vulnerable and passive members of society in times of emergency and explore the scope of involving them as active stakeholders in producing quality research data.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324626","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 : 2023-04-13DOI: 10.1080/1743727X.2023.2200702
H. Dunn
of Educational Research is a practical, introductory guide, consisting of nine chapters,
《教育研究》是一本实用的介绍性指南，由九个章节组成，
{"title":"Foundations of educational research","authors":"H. Dunn","doi":"10.1080/1743727X.2023.2200702","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2200702","url":null,"abstract":"of Educational Research is a practical, introductory guide, consisting of nine chapters,","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48833860","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 : 2023-04-06DOI: 10.1080/1743727X.2023.2196067
C. Marley
ABSTRACT The article elaborates the theoretical and methodological foundations of a Foucauldian-inspired critical ethnographic investigation of Attention Deficit Hyperactivity Disorder (ADHD). The aim was to consider ADHD from outside its dominant biomedical explanation as a means of problematizing the increasing usage within schools and health services. The investigation targeted the conditions that made it possible to say and do ADHD, for it to be enacted by various professionals. Thus, the investigation does not to engage with ADHD as a ‘real’ condition, but reconnects wider historic, social, political, institutional and discursive events within and across apparatuses of health and education that were influential in the emergence of a ‘treatment’ approach to ADHD. The approach, instead of ‘treating’ a ‘real’ condition, legitimated inscription of the biomedical explanation, individualized an array of difficulties as ‘symptoms’, and allowed for the governance of young people through psychostimulant medication.
{"title":"Investigating ADHD across education and health: a critical ethnographic approach","authors":"C. Marley","doi":"10.1080/1743727X.2023.2196067","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2196067","url":null,"abstract":"ABSTRACT The article elaborates the theoretical and methodological foundations of a Foucauldian-inspired critical ethnographic investigation of Attention Deficit Hyperactivity Disorder (ADHD). The aim was to consider ADHD from outside its dominant biomedical explanation as a means of problematizing the increasing usage within schools and health services. The investigation targeted the conditions that made it possible to say and do ADHD, for it to be enacted by various professionals. Thus, the investigation does not to engage with ADHD as a ‘real’ condition, but reconnects wider historic, social, political, institutional and discursive events within and across apparatuses of health and education that were influential in the emergence of a ‘treatment’ approach to ADHD. The approach, instead of ‘treating’ a ‘real’ condition, legitimated inscription of the biomedical explanation, individualized an array of difficulties as ‘symptoms’, and allowed for the governance of young people through psychostimulant medication.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48482544","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 : 2023-04-02DOI: 10.1080/1743727X.2023.2196065
Ambika Kapoor, Samyia Ambreen, Yan Zhu
ABSTRACT Ethnographic note-taking in the field is often imbued with emotions, shaped by power relations and influenced by participants’ voice and agency. Though enough has been written about ethnography, discussions on the specific challenges of taking notes, particularly in research with children are limited. Drawing on three ethnographic field studies with children in schools in the UK, India and China, this article discusses fieldwork experiences to understand the challenges, dilemmas and complexities around note-taking in the field. Using a reflexive and intersectional lens, this article discusses the role of agency, power and emotions in the experiences of taking notes in child-centred research with children. It conceptualizes the need to understand the complexities when theories are operationalized in real-life research contexts.
{"title":"Agency, power and emotions: ethnographic note-taking in research with children","authors":"Ambika Kapoor, Samyia Ambreen, Yan Zhu","doi":"10.1080/1743727X.2023.2196065","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2196065","url":null,"abstract":"ABSTRACT Ethnographic note-taking in the field is often imbued with emotions, shaped by power relations and influenced by participants’ voice and agency. Though enough has been written about ethnography, discussions on the specific challenges of taking notes, particularly in research with children are limited. Drawing on three ethnographic field studies with children in schools in the UK, India and China, this article discusses fieldwork experiences to understand the challenges, dilemmas and complexities around note-taking in the field. Using a reflexive and intersectional lens, this article discusses the role of agency, power and emotions in the experiences of taking notes in child-centred research with children. It conceptualizes the need to understand the complexities when theories are operationalized in real-life research contexts.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46681490","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 : 2023-03-15DOI: 10.1080/1743727X.2022.2095998
Henrik Lindqvist, Camilla Forsberg
ABSTRACT Constructivist grounded theory has earned a place in research worldwide and been applied in diverse fields. However, in educational research of teachers’ work in the classroom from the perspective of the teacher, it has had a lesser impact on research methodology. We argue for the benefits to educational research when using a constructivist grounded theory methodology. Our arguments focus on three concrete benefits: (1) Constructivist grounded theory focuses on participants’ perspectives, or main concerns, (2) by using an open, exploratory approach, and, (3) could involve investigating the relationships between the focused codes, preferably by using theoretical coding. We argue that constructivist grounded theory adds an analytical edge to work in classrooms, when skilfully deployed. These benefits with constructivist grounded theory differentiate the approach against other qualitative methods. Another important feature is focusing on the actions, and social processes, and thus making use of several theoretical codes. As we will outline in this paper, these features of constructivist grounded theory could help produce theoretical insights that could be valuable additions to educational research and educational practices.
{"title":"Constructivist grounded theory and educational research: constructing theories about teachers’ work when analysing relationships between codes","authors":"Henrik Lindqvist, Camilla Forsberg","doi":"10.1080/1743727X.2022.2095998","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2095998","url":null,"abstract":"ABSTRACT Constructivist grounded theory has earned a place in research worldwide and been applied in diverse fields. However, in educational research of teachers’ work in the classroom from the perspective of the teacher, it has had a lesser impact on research methodology. We argue for the benefits to educational research when using a constructivist grounded theory methodology. Our arguments focus on three concrete benefits: (1) Constructivist grounded theory focuses on participants’ perspectives, or main concerns, (2) by using an open, exploratory approach, and, (3) could involve investigating the relationships between the focused codes, preferably by using theoretical coding. We argue that constructivist grounded theory adds an analytical edge to work in classrooms, when skilfully deployed. These benefits with constructivist grounded theory differentiate the approach against other qualitative methods. Another important feature is focusing on the actions, and social processes, and thus making use of several theoretical codes. As we will outline in this paper, these features of constructivist grounded theory could help produce theoretical insights that could be valuable additions to educational research and educational practices.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46139840","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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