Methodology (Education)

Changing our landscape of inquiry for a new science of education

by Gary Thomas

Thomas, G. (2012) Changing our landscape of inquiry for a new science of education. Harvard Educational Review, 82, 1, 26-51.

In this essay, Gary Thomas argues that education research repeatedly makes a mistake first noted by Dewey: it... more In this essay, Gary Thomas argues that education research repeatedly makes a mistake first noted by Dewey: it misunderstands our science. This misunderstanding has led to attempts to import various putatively scientific precepts into education inquiry. But in reality, he argues, those “scientific” precepts do not characterize scientific endeavor, which is fluid and plural: science flexes to any angle to answer the questions that are posed in any field. Questions in education concern worlds of practice and social relations where change and corrigibility draw the parameters for inquiry. Education research becomes valuable only when it takes account of the reality of the educational endeavor. Thomas urges us to strive to forge a new science of education based on singular and shared understandings of such practice.

UNIVERSITY EDUCATION OF THE SOCIAL HEALTH EDUCATOR IN ITALY BETWEEN TEMPTATIONS AND OPPORTUNITIES

by Dario Fortin

Analyzing the dimensionality of the Students’ Conceptions of Assessment inventory

by Gavin Brown

This is the author, pre-publication version of the book chapter. The full citation is:
Weekers, A. M., Brown, G. T. L., & Veldkamp, B. P. (2009). Analyzing the dimensionality of the Students’ Conceptions of Assessment inventory. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.) Student perspectives on assessment: What students can tell us about assessment for learning (pp. 133-157). Charlotte, NC: Information Age Publishing.

ENSINO E APRENDIZAGEM DE DANÇA MODERNA: Estratégias de estruturação da prática e desempenho motor em habilidades sequenciadas de dança

by Maria João Alves

PhD in Human Kinetics/Dance

Teaching and learning modern dance: Strategies in practice and motor performance in sequenced dance skills
more Teaching and learning modern dance: Strategies in practice and motor performance in sequenced dance skills


The main purpose of this study was to evaluate the effects of applying two different practice strategies on teaching dance sequenced skills: practice of the whole sequence e parts practice (segmentation / forwards chaining technique). As task we have selected a dance sequence with 45 modern dance skills and it’s performance was verified by a motor test of 9 criteria skills and a check-list. To establish the degree of satisfaction of the students during the pedagogical intervention, we used a questionnaire of comfort perception (Jenkins & Byra, 2000). The 69 female subjects aged 18.10±4.26 (mean ± SD) years had learned the dance sequence (with 16x8tps+4tps, 4 movement phrases and 1 minute duration) in 4 effective learning sessions and had remembered it 26 days after, organized in 3 groups: whole strategy group, segmentation strategy group and without any strategy (control group). The results point out that in the beginning of the acquisition phase the whole strategy is significantly superior in reproduction patterns, performance quality and rhythmical synchronization, and at the end of the session we don’t find any differences. Although this rapid evolution of the global strategy, we found that both strategies facilitate the retention of sequenced dance skills and, at the same time, permit positive comfort perception in practice.


Key Words: modern dance ● dance sequence ● teaching-learning ● whole strategy ● parts strategy

Corpora and language teaching: Just a fling, or wedding bells?

by Costas Gabrielatos

Gabrielatos, C.
2005
TESL-EJ, 8(4), 1-35.

Electronic language corpora, and their attendant computer software, are proving increasingly influential in language... more Electronic language corpora, and their attendant computer software, are proving increasingly influential in language teaching as sources of language descriptions and pedagogical materials. However, few teachers are clear about their nature or their relevance to language teaching. This paper defines corpora and their types, discusses their contribution to language learning and teaching, and provides examples of their use in class. It also outlines the changes in knowledge, skills and attitudes that are needed for learners and teachers to take advantage of the opportunities offered by the availability of corpus resources. Finally, the paper discusses the limitations of using corpora in language teaching, and the potential pitfalls arising from their uncritical use. Although the paper refers to research and teaching materials and procedures relevant to English language teaching (ELT) it addresses issues related to language teaching in general.

Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales

by Gavin Brown

This study arose from my doctoral studies. This is the author version; final published copy available from author upon request.

Citaiton: Brown, G. T. L. (2004). Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales. Psychological Reports, 94, 1015-1024.

Self-report rating scales with balanced response formats, anchored with vague frequency of activity indicators, often... more Self-report rating scales with balanced response formats, anchored with vague frequency of activity indicators, often elicit inadequate information, especially when respondents are inclined to a generally positive attitude towards the psychological object being rated. This study used an unbalanced or positively packed rating scale with both frequency and agreement response anchors within the context of a high school student (N = 734) questionnaire about studying and learning practices and conceptions. Psychometric characteristics and communication factors were investigated using 12 pairs of items for which both frequency and agreement response formats were used. Communication factors identified by Schwarz (1999), such as small changes in wording, provided adequate explanation for changes in response rate and/or fit to the IRT measurement model for three pairs of items. Although psychometric evidence of the superiority of agreement over frequency response format was not conclusive, continued use of agreement anchors with a positively packed rating scale appears justified.

Mixing interview and questionnaire methods: Practical problems in aligning data

by Gavin Brown

Paper arising from MTAP project. Citation: Harris, L. R., & Brown, G. T. L. (2010). Mixing interview and questionnaire methods: Practical problems in aligning data. Practical Assessment Research & Evaluation, 15(1).

Structured questionnaires and semi-structured interviews are often used in mixed method studies to generate... more Structured questionnaires and semi-structured interviews are often used in mixed method studies to generate confirmatory results despite differences in methods of data collection, analysis, and interpretation. A review of 19 questionnaire-interview comparison studies found that consensus and consistency statistics were generally weak between methods. Problems in aligning data from the two different methods are illustrated in a questionnaire-interview study of teacher conceptions of assessment. Poor alignment appeared attributable to: differences in data collection procedures, the
complexity and instability of the construct being investigated, difficulties in making data comparable, lack of variability in participant responses, greater sensitivity to context and seemingly emotive responses within the interview, possible misinterpretation of some questionnaire prompts, and greater control of content exposure in the questionnaire. Results indicated that if ‘confirmatory’ results are being sought, researchers must create tightly aligned and structured instruments; present the construct in a simple, concrete, and highly contextualised manner; collect the two types of data with a minimal time gap; and estimate agreement between methods using consistency statistics. However, the cost of
confirmation through strong alignment may lead to the loss of rich complementary data obtained through allowing each method to be analysed in its own right.

An introduction to multi-battery factor analysis: Overcoming method artefacts

by Gavin Brown

Paper arising from a reanalysis of my doctoral dissertation data using a technique that was reported in a 2006 chapter and my 2008 book.
full citation:
Brown, Gavin T L (2007). An introduction to multi-battery factor analysis: Overcoming method artefacts. Practical Assessment Research & Evaluation, 12(7). Available online:

Examination of participants’ responses to factor or scale scores provides useful insights, but analysis of such scores... more Examination of participants’ responses to factor or scale scores provides useful insights, but analysis of such scores from multiple measures or batteries is sometimes confounded by methodological artefacts. This paper provides a short primer into the use of multi-trait, multi-method (MTMM) correlational analysis and multi-battery factor analysis (MBFA). The principles of both procedures are outlined and a case study is provided from the author’s research into 233 teachers’ responses to 22 scale scores drawn from five batteries. The batteries were independently developed measures of teachers’ thinking about the nature and purpose of assessment, teaching, learning, curriculum, and teacher efficacy. Detailed procedures for using Cudeck’s (1982) MBFACT software are provided. Both MTMM and MBFA analyses identified an appropriate common trait across the five batteries, whereas joint factor analysis of the 22 scale scores confounded the common trait with a battery or method artefact. When researchers make use of multiple measures, they ought to take into account the impact of method artefacts when analyzing scale scores from multiple batteries. The multi-battery factor analysis procedure and MBFACT software provide a robust procedure for exploring how scales inter-relate.

The reliability of essay scores: The necessity of rubrics and moderation.

by Gavin Brown

This paper difficult to obtain as published in a book produced in NZ.

Brown, G. T. L. (2009). The reliability of essay scores: The necessity of rubrics and moderation. In L. H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P. M. Johnston & M. Rees (Eds.), Tertiary assessment and higher education student outcomes: Policy, practice and research (pp. 40-48). Wellington, NZ: Ako Aotearoa.

The use of essays is a well-established means of evaluating student learning in higher education. The accuracy of... more The use of essays is a well-established means of evaluating student learning in higher education. The accuracy of scoring essays is estimated with three means (i.e., consensus, consistency, and measurement estimates). Evidence is consistent that inter-and intra-marker rating of essays is unreliable. The nature of essay tasks and marker behavior has been shown to contribute significantly to the error component in essay scores. Scoring guides or rubrics to guide scoring and multiple marking or moderation of essays are necessary requirements of reliable essay scores. While essays may be valid, their usage depends on accuracy of scoring and if this cannot be established alternative assessment approaches should be considered.