Qualitative Research (Education)

An ecological model of developing researcher competence: the case of software technology in doctoral research

by Juup Stelma

Stelma, J. (2011). An ecological model of developing researcher competence: the case of software technology in doctoral research. Instructional Science, 39(3): 367-385.

This paper presents an ecological model of developing researcher competence, with a particular focus on doctoral... more This paper presents an ecological model of developing researcher competence, with a particular focus on doctoral students’ use of research software. The model extends on theoretical work done by Young et al. (Instructional Science 30(1): 47–63, 2002), modelling the intentional dynamics of technological learning contexts. The development of the ecological model is linked to existing ways of understanding the doctoral experience. This includes the recent emphasis on pedagogy and learning, as well as different conceptualisations of context. The experiences of three doctoral student informants are used to exemplify aspects of the ecological model. A description of an e-learning resource, designed to support Education doctoral students’ use of research software, illustrates a concrete pedagogical contribution of the model. The paper concludes with a more general discussion of contributions of the model to the field of ecological psychology and the literature on doctoral education.

Intentionality and Developing Researcher Competence on a UK Masters Course: an Ecological Perspective on Research Education

by Juup Stelma

Co-authored with Dr Richard Fay (University of Manchester). This paper is accepted for publication in 'Studies in Higher Education'. A link to the online pre-publication version will be posted when this becomes available (probably in the late spring 2012).

Stelma, J. and Fay, R. (accepted, forthcoming) . Intentionality and developing researcher competence on a UK Masters course: an ecological perspective on research education. Studies in Higher Education.

This paper presents an ecological perspective on the developing researcher competence of participants in the research... more This paper presents an ecological perspective on the developing researcher competence of participants in the research education component of a professionally oriented Masters course. There is a particular focus on the intentionality (as in ‘purpose’) of the participants’ research education activity. The data used to develop the ecological perspective, and which at the same time is interpreted from this ecological perspective, consists of interactive, reflective and more product-like written outputs generated by two Masters course participants. The analysis reveals how the participants’ developing intentionality was shaped by a hybrid of professional and research-related influences, and how this developing intentionality affected the quality of the participants’ research education experience. The analysis, with its particular focus on intentionality, constitutes a further development of the ecological perspective on developing researcher competence proposed by Stelma (2011), and is intended also as a contribution to the emerging literature on ‘research education’ (Boud and Lee 2005).

The use of semi-structured interviews in qualitative research: strengths and weaknesses

by Nigel Newton

Short essay exploring the nature and value of semi-structured interviews in educational research

What needs to be considered before collecting data through semi-structured interviews? How does thinking about... more What needs to be considered before collecting data through semi-structured interviews? How does thinking about analysis before questioning help or hinder interviewing practice? How should the strengths and weaknesses of the method be evaluated?

Honors Dissertation Abstracts: A Bounded Qualitative Meta-Study

by Debra Kaye Holman

Authors: Debra K. Holman and James H. Banning
Published in: Journal of the National Collegiate Honors Council, Vol. 13, Issue 1
Copyright: 2012 National Collegiate Honors Council

What can be learned from the examination of doctoral dissertation abstracts that focus on undergraduate honors... more What can be learned from the examination of doctoral dissertation abstracts that focus on undergraduate honors education? To answer this questions, we utilized a bounded qualitative meta-study framework to examine 49 dissertations and their abstracts obtained from Digital Dissertations: ProQuest. All dissertations were produced during the period of 1987 through 2006 and were focused on undergraduate honors education. Three sub-questions focused our inquiry: (a) What are the general attributes of dissertations on honors education? (b) What are the thematic subjects and topics associated with the dissertations? and (c) Have the dissertation findings been published in higher education journals or books? Our research reveals trends in the study of honors education. Our discussion includes analysis of these trends and related recommendations for future research in undergraduate honors education.

Keywords: honors education, qualitative document analysis, thematic analysis

Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies

by Thalia Mulvihill

co-authored with Dr. Raji Swaminathan in the Journal of Educational Technology, Vol. 8, No. 3

This article describes and analyzes the experiences of two tenured university professors at two different US... more This article describes and analyzes the experiences of two tenured university professors at two different US universities
located in the Midwest as they collaborate to design and carry-out innovative pedagogies related to teaching doctoral level qualitative research methods courses. One of the primary elements of the innovations under examination is the
form and function of educational technologies (ETs). ETs are understood to be tools for data collection, data analysis and
data display, as well as conceptual conduits for understanding socially constructed knowledge. The authors also argue
that ETs have epistemological histories (and futures) and innovative pedagogies for graduate education ought to
include robust experimentation with multi-genre/multi-modal texts (Bakhtin, 1981; Bochner and Ellis, 2002; Janesick,
2010; Willis, 2008) that use ETs. Blogs that include audio and visual data representations, social media tools for
communication and collaboration, as well as iPad and iPhone technologies are all ripe for experimentation as they relate
to creative qualitative inquiry (CQI) and the creation of new innovative pedagogies.

Keywords: Qualitative Inquiry, Innovative Pedagogies, Graduate Education, Multi-Modal Texts, Multi-Genre Texts.

School as a site for the production of persons

by Martin Packer

Packer, M., & Greco-Brooks, D. (1999). School as a site for the production of persons. Journal of Constructivist Psychology, 12, 133-149.

Hermeneutic inquiry in the study of human conduct.

by Martin Packer

Packer, M. J. (1985). Hermeneutic inquiry in the study of human conduct. American Psychologist, 40, 1081-1093.

A silent revolution: 'Image Theatre' as a system of decolonisation

by J. Adam Perry

Published in Reserach in Drama Education: The Journal of Applied Theatre and Performance

This article summarises the ways in which Image Theatre, a practice originally developed by Augusto Boal which... more This article summarises the ways in which Image Theatre, a practice originally developed by Augusto Boal which continues to be developed in the hands of applied theatre practitioners and critical arts educators worldwide, can be used as a pedagogical and dramaturgical system of decolonisation at the level of communities and individuals. Through reference to two examples from my own work, I argue in this article that Image Theatre is a unique cultural practice that can be used to facilitate counter-discursive stories that are shaped by participants’ invitation to play in the space between aesthetic representation and social reality. In this way, Image Theatre may invoke an in-between space similar to the postcolonial concept of hybridity which offers educators a way of transforming and reinventing meaning as well as creating new strategies for decolonising practice.

'"I’m not allowed wrestling stuff": Hegemonic masculinity and primary school boys'

by Clare Bartholomaeus

(2012) Journal of Sociology. OnlineFirst

Hegemonic masculinity is Connell’s key concept in a hierarchical framework of masculinities which has had a... more Hegemonic masculinity is Connell’s key concept in a hierarchical framework of masculinities which has had a significant influence on thinking about gender. This article draws on Connell’s theories, previous research and my empirical research to argue that there are limitations to using the concept of hegemonic masculinity, and even hegemonic masculinities, when examining boys and masculinity. Boys are rarely mentioned in definitions and theoretical writing about hegemonic masculinity, yet much research examining primary school boys and masculinity uncritically draws on the concept. My research in Australia with 6- and 7-year-old children found that boys had limited access to hegemonic masculinity. As a possible explanation for its usage by researchers with primary school boys, I explore the potential usefulness of multiple and local hegemonic masculinities.

Wedding work

by Áine Humble

Humble, A. M. (2009). Wedding work (Method in Practice Report #9). [On-line supplement to Sage Publications' Companion Website to L. Richards' Handling qualitative data (2nd ed.).

In this paper, I describe in detail the method behind a study I did on remarrying couples' wedding planning. Topics... more In this paper, I describe in detail the method behind a study I did on remarrying couples' wedding planning. Topics are (a) setting up the project, (b) creating data, (c) working with the data, (d) analysis, and (e) reporting the data.

This is one of 10 on-line "Method in Practice" reports associated with Lyn Richards' "Handling Qualitative Data" (2nd ed.) book, and it was posted in 2009.

Technique triangulation for validation in directed content analysis

by Áine Humble

Humble, A. M. (2009). Technique triangulation for validation in directed content analysis (PDF- 208 KB). International Journal of Qualitative Methods, 8(3), 34-51.

Division of labor in wedding planning varies for first-time marriages, with three types of couples—traditional,... more Division of labor in wedding planning varies for first-time marriages, with three types of couples—traditional, transitional, and egalitarian—identified, but nothing is known about wedding planning for remarrying individuals. Using semistructured interviews, the author interviewed 14 couples in which at least one person had remarried and used directed content analysis to investigate the extent to which the aforementioned typology could be transferred to this different context. In this paper she describes how a triangulation of analytic techniques provided validation for couple classifications and also helped with moving beyond “blind spots” in data analysis. Analytic approaches were the constant comparative technique, rank order comparison, and visual representation of coding, using MAXQDA 2007’s tool called TextPortraits.

Qualitative data analysis software: A call for understanding, detail, intentionality, and thoughtfulness

by Áine Humble

Humble, A. M. (2012). Qualitative data analysis software: A call for understanding, detail, intentionality, and thoughtfulness. Journal of Family Theory and Review, 4(2), 122-137. doi:10. 1111/j.1756-2589.2012.00125.x

Qualitative data analysis software (QDAS) programs have gained in popularity, but family researchers may have little... more Qualitative data analysis software (QDAS) programs have gained in popularity, but family researchers may have little training in using them and a limited understanding of important issues related to their use. This article urges increased understanding, detail, intentionality, and thoughtfulness with regard to QDAS. A brief history of QDAS is provided. Family-focused research trends in qualitative research and QDAS use are presented. Factors to be considered when choosing a qualitative software program are described, and current debates in the field noted. Suggestions for increasing dialogue about QDAS in the field of family studies are included.

Using narrative reflection to explore attitudes on stigma and professional formation.

by John Steven Cummins

Presentation at CGEA 2012 (March 30-31, 2012).

Background
The University of Missouri School of Medicine identifies the ability to provide effective... more Background
The University of Missouri School of Medicine identifies the ability to provide effective patient-centered care as a key characteristic of its graduates. Such care requires, amongst other attributes, the ability to explore the patient’s feelings, ideas and expectations (Stewart et al 2003); an ability that is of particular relevance to the care of patients with mental illnesses (Baldwin 2005). Narrative exercises, including self reflection and point-of-view writing, have considerable potential for developing this ability (Charon 2001). As part of our “Introduction to Patient Care” curriculum, our students meet with volunteer patients with chronic mental illness. After the patients leave, students have seven minutes to provide a written response to the following prompt: “Imagine that the person you have just met is going to his/her annual physical. Describe the feelings, ideas, fantasies, and expectations that he are she may have about it.” They then share their thoughts with each other in faculty mentored small group discussion. Issues of stereotyping and stigma in mental health are addressed in a contemporaneous didactic session.

Methods
94 anonymous narratives were collected; 7 were omitted from analysis for being uncodable (viz., contained only a DSM-IVTR diagnosis, or were blank). The remaining 87 narratives were then coded and analyzed for thematic content using methods derived from grounded theory and thematic analysis. A second year of data was collected in November 2011 and will be analyzed in the same manner. In addition, during year two a focus group was conducted to explore student perceptions of the experience in general and specifically of using narrative in this way.

Results
Frequently occurring themes included both positive and negative affective content; mistrust of medicine/the physician; and stigma associated with mental illness. Professional formation
themes (those speaking to the understanding of the role of the physician) were also prominent. The narratives suggested a conception of a multivalent physician: one that is a technician, an expert, a relationship builder, an authority figure, and even a shaman.

Conclusions
Our research suggests that narrative reflection can offer useful insight into attitudes held by medical students, both regarding mental illness and professional formation. While exploring
these narratives elucidated a specific group of students' attitudes, it also provided a way to elaborate upon broader themes pertinent to professional formation as a whole in medical
education.

"What the doctor (I) told him”: Using narrative reflection to explore attitudes on stigma and professional formation

by John Steven Cummins

Poster for University of Missouri - Columbia, School of Medicine Research Day 2012
Co-authored with Rachel Brown, MD; Jessica Nittler, MD; Melissa Griggs, PhD

Narrative reflection has been infrequently used as a method of evaluation and teaching for medical trainees. To... more Narrative reflection has been infrequently used as a method of evaluation and teaching for medical trainees. To explore this further, we invited 94 pre-clinical students to listen to a mental illness advocate discuss the experiences they've had in healthcare. The students then were prompted to free-write on what they imagined the person they just met would feel about or expect of an annual physical examination.

These narratives were coded and analyzed for key themes and concepts using grounded theory. Frequently occurring themes included both positive and negative affective content; mistrust of medicine/the physician; and stigma associated with mental illness. Professional formation themes (those speaking to the understanding of the role of the physician) were also prominent: in the end, the narratives suggested a conception of a multivalent physician: one that is a technician, an expert, a relationship builder, an authority figure, and even a shaman.

Our research suggests that narrative reflection can offer useful insight into attitudes held by medical students, both regarding mental illness and professional formation. While exploring these narratives elucidated a specific group of students' attitudes, it also provided a way to elaborate upon broader themes pertinent to professional formation as a whole in medical education.

The Use of Narrative in Building Empathy Towards Patients with Mental Illness.

by John Steven Cummins

Workshop at The Examined Life conference, University of Iowa Carver School of Medicine, April 19-21, 2012. Co-presented with Jessica Nittler, M.D.; Rachel Brown, M.B.B.S.; Melissa Griggs, Ph.D.; Karen Gordy-Panhorst, M.A.

This Workshop combines an experiential component with the report of the outcomes of an educational intervention for... more This Workshop combines an experiential component with the report of the outcomes of an educational intervention for second year medical students. The University of Missouri School of Medicine identifies the ability to provide effective patient centered care as a key characteristic of its graduates. Such care requires, amongst other attributes, the ability to explore the patient’s feelings, ideas and expectations (Stewart et al 2003); an ability that is of particular relevance to the care of patients with mental illnesses (Baldwin 2005). Narrative exercises, including self reflection and point-of-view writing, have considerable potential for developing this ability (Charon 2001). As part of our "Introduction to Patient Care" curriculum, our students meet with volunteer patients with chronic mental illness. After the patients leave, students have seven minutes to provide a written response to the following prompt: "Imagine that the person you have just met is going to his/her annual physical. Describe the feelings, ideas, fantasies, and expectations that he are she may have about it." They then share their thoughts with each other in faculty mentored small group discussion. Issues of stereotyping and stigma in mental health are addressed in a contemporaneous didactic session. We will provide a brief introduction to narrative and point of view writing and then describe our educational intervention. We will lead all (or a subgroup as appropriate) of workshop participants through a similar exercise prompted by recollection of participants’ experience of working with patients with chronic mental illness. This activity will be followed by a report of a qualitative analysis of the themes identified in the student narratives, and of feedback obtained from the student body about the effectiveness of this exercise in learning patient centered care and reducing stereotypes and stigma surrounding mental illness.

Objectives: Participants will be able to understand the impact of point-of-view writing on student perceptions of people with mental illness, and articulate one process that may assist in student development as patient centered physicians.

An Early Natural Auditory-Oral Intervention Approach for Children with Hearing Loss: A Qualitative Study

by Halil Eksi

Zerrin TURAN
Educational Sciences: Theory & Practice
10 (3) • Summer 2010 • 1731-1756

This study aims to examine the session goals and their realization during the session flow for a child with a hearing... more This study aims to examine the session goals and their realization during the session flow for a child with a hearing loss and his mother in an early intervention program. The study was designed as a case study. Video recordings of the intervention sessions, reflective journals,
session plans, and the plan evaluations were used to collect and analyze the data. Findings indicate that session goals focused on the mother-child interaction, the use of language learning opportunities during the interaction, improving the mother’s play skills, improving the child’s listening skills, and behavior management of the child. Daily routines,
observations during the sessions and theoretical background of the teacher seem to be important factors while establishing the session goals.

Using a Text-based Verbal Protocol to Elicit Secondary English Teachers' Perspectives on New Literacies

by Elizabeth Lewis

Co-authored paper presented at the Literacy Research Association (LRA, formerly the National Reading Conference) Annual Conference (2009).

Co-author:  Dr. Kelly Chandler-Olcott, Syracuse University

This paper explores our decision to use and findings related to the implementation of a verbal protocol method during... more This paper explores our decision to use and findings related to the implementation of a verbal protocol method during a collective case study of secondary teachers' perspectives on new literacies.  For example, in designing the study we felt that using an accessible professional text while interviewing all sixteen of the study's participants would provide a common springboard for discussion after establishing a common baseline understanding of the term "new literacies".  In the paper, we provide some background about text protocols; discuss how we designed the protocol for our own study, including how and why we selected the text; share patterns and trends from our protocol-related data; propose adjustments we would make to maximize the benefits and address the constraints associated with the methodology for future research; and discuss the significance of this work for literacy researchers.

Qualitative Sampling Methods: A Primer for Technical Communicators

by Amy Koerber

Published in Journal of Business and Technical Communication, October 2008, vol. 22, no. 4, pp. 454-473

Qualitative sampling methods have been largely ignored in technical communication texts, making this concept difficult... more Qualitative sampling methods have been largely ignored in technical communication texts, making this concept difficult to teach in graduate courses on research methods. Using concepts from qualitative health research, this article provides a primer on qualitative methods as an initial effort to fill this gap in the technical communication literature. Specifically, the authors attempt to clarify some of the current confusion over qualitative sampling terminology, explain what qualitative sampling methods are and why they need to be implemented, and offer examples of how to apply commonly used qualitative sampling methods.

Promoting Community Dialogue: Facilitating Intergenerational Understandings through Community Arts

by Katy Vigurs

This research report presents an account of the background, process and outcomes of the New Earswick Community Art and... more This research report presents an account of the background, process and outcomes of the New Earswick Community Art and Research Initiative (NECARI) that sought to raise intergenerational community dialogue through adhering to a
brokerage-based framework and making strategic use of community artists’ skills.

Based around a five-stage brokerage framework, activities undertaken to fulfil this commitment included:-
· Interviews with adult residents of New Earswick
· Arts-based workshops targeted at young people in New Earswick
· Open arts-based workshops for adults and young people of New Earswick
· Street-based consultation of young people in New Earswick
· Multimedia arts exhibition in New Earswick
· Summary report for publication in the Village Bulletin

Crucial to the success of these activities was constant awareness of the value of relationship building (between researchers, facilitators and participants). Outcomes and conclusions reflect participants’ experiences of the people,
places and institutions of New Earswick. They also demonstrate the sophistication of young people and older residents in engaging with the ideas behind a broad process aimed at raising an interest in civic participation, relationship building and intergenerational community dialogue.

The NECARI afforded participants with new experiences and perspectives of life in New Earswick. It also noted participants’ (young and old) skepticism over contrived and uninspiring community schemes.

Problematising research with 'potential learners': tales from the field

by Katy Vigurs

Researchers working in the field of widening participation and lifelong learning are working with a diverse range of... more Researchers working in the field of widening participation and lifelong learning are working with a diverse range of research participants in an equally diverse range of research contexts. Such research frequently involves attempts to establish contact and engage with marginalised groups and individuals (often labelled as ‘hard to reach’ and ‘excluded’) so as to explore their experiences and perceptions of education. This can be problematic in practice as such groups and individuals may be vulnerable (e.g. care-leavers, homeless people, those living with mental health issues), and/or reluctant to become involved in research which may be perceived as being an alien and meaningless process with little relevance to their lives.
This paper focuses on the methodological approaches developed in order to try to engage with ‘potential learners’ (defined as ‘non-learners’ in the call for proposals) as research participants, as part of a recent research project funded by the Learning and Skills Research Centre (LSRC) to explore the concept of learning brokerage (Thomas et al, 2005). Our discussion will focus on methodological insights drawn from trying to engage potential learners as research participants in relation to four case studies. This paper will draw upon tales from the field to highlight some of the issues involved in developing and conducting qualitative research with potential learners in different contexts, pointing to the strengths and limitations of the different approaches.