| 1. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Expanding the notion of 'ownership' in participatory research involving teachers and researchers
- 2021
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288. ; 44:5, s. 463-473
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a conceptual discussion of 'ownership' in various forms of participatory research. The discussion is grounded in our experiences from three research projects in science education. We seek to understand how and why ownership may be distributed between teachers and researchers at different stages in the research process. Looking at our projects in retrospect, we see that ownership was differently distributed at the initial stages. Then ownership distribution followed a similar pathway, as teachers gained ownership of implementation, whereas researchers reclaimed ownership of analyzing and disseminating the work. Our discussion departs from the idea that ownership relates to both 'risks' and 'benefits' as well as to both 'rights' and 'obligations'. Thereby, we can make visible some of the circumstances that steer ownership towards the teachers or researchers. For example, we highlight that ownership distribution may be influenced by guidelines for research ethics and inequalities in terms of administrative support structures available to researchers and teachers. Based on our discussion, we suggest a number of questions to initiate and support a continuous dialogue between teachers and researchers who plan to engage in participatory research.
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| 2. |
- Aspelin, Jonas
(författare)
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Microscopic relational analysis : a method for researching the teacher-student relationship
- 2022
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Ingår i: International Journal of Research and Method in Education. - : Taylor and Francis Ltd.. - 1743-727X .- 1743-7288. ; , s. 14
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Tidskriftsartikel (refereegranskat)abstract
- During the last decades, a large body of research has contributed to knowledge on the teacher-student relationship (TSR). However, more research is needed regarding TSR as constructed in interaction and on developing methods for investigating such processes. This paper outlines a method for detailed, close interpretation and analysis of TSR, tentatively labelled ‘Microscopic Relational Analysis’ (MRA). It discusses MRA’s relevance to studying TSR and how MRA can be conducted. The following five themes and principles are discussed and illustrated through previous and ongoing studies: (1) MRA focuses on TSR as a dynamic phenomenon, a social bond that continuously changes in interaction; (2) MRA explores connections between TSR and the microworld of the classroom, i.e. social processes beneath the surface of interaction; (3) MRA implies oscillation between smaller parts and greater wholes; it includes meticulous transcriptions of interaction, and interpretations about qualities of TSR; (4) MRA acknowledges teachers’ and students’ subjective experiences in TSR, i.e. their thoughts, feelings, and intentions; (5) MRA primarily uses video recordings; such material enables detailed descriptions, analyses, and interpretations of TSR as built sequence by sequence in interaction. Implications for researchers, teacher educators, and in-service teachers are provided.
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| 3. |
- Heikkila, M, et al.
(författare)
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The Provotype as a methodological exploration in educational research
- 2022
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288.
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Tidskriftsartikel (refereegranskat)abstract
- Preschool, understood as being both a physical and psychological environment, is, according to objectives in national curriculum, required to be inclusive for all those who attend it. Previous studies have identified the stereotypical norms of several everyday activities of preschools, including both interactions and premises. The aim of this article is to present and discuss a possible methodological idea of a 'provotype' as a model for re-representing empirical analysis based on different data types that are combined in a research process. Research concerning provotypes will be presented. The research method will be presented in detail and the analytical process described. In the results section, the provotype and its aspects will be presented. Both during the work with the provotype as well as afterwards we have learned that working with the 'provotyping (what we like to call the whole process of analysing the results, visualizing, discussing the form of it and our reactions to the provotype) involves several phases of exproration and those phases includes uncertainty. A provotype might be a good way of re-illustrating, or as we put it re-representing, results from case studies with a number of different data, as in this study.
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| 4. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Constructivist grounded theory and educational research : Constructing theories about teachers’ work when analysing relationships between codes
- 2023
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Ingår i: International Journal of Research and Method in Education. - Abingdon, Oxon, United Kingdom : Routledge. - 1743-727X .- 1743-7288. ; 46:2, s. 200-210
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Tidskriftsartikel (refereegranskat)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
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| 5. |
- Petersson, Jöran, Docent, et al.
(författare)
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Two methods for quantifying similarity between textbooks with respect to content distribution
- 2023
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Ingår i: International Journal of Research and Method in Education. - : Taylor & Francis. - 1743-727X .- 1743-7288. ; 46:2, s. 161-174
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Tidskriftsartikel (refereegranskat)abstract
- Measures of association, which typically require pairwise data, are widespread in many aspects of educational research. However, due to the need to reduce their content to equal numbers of units of analysis, they are rarely found in the analysis of textbooks. In this paper, we present two methods for overcoming this limitation, one through the use of disjoint sections and the other through the use of overlapping moving averages. Both methods preserve the temporal structure of data and enable researchers to calculate a measure of association which, in this case, is the complementary Euclidean average distance, as an indicator of the books’ similarity. We illustrate these approaches by means of a comparative analysis of three commonly-used English and Swedish mathematics textbooks. Analyses were focused on individual tasks, which had all been coded according to the presence or absence of particular characteristics. Both methods produce nearly identical results and are robust with respect to both densely and sparsely occurring characteristics. For both methods, widening the aggregation window results in a slightly increased level of quantified similarity, which is the result of the ‘smoothing effect’. We discuss the relation between the window width and the choice of research question.
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| 6. |
- Petersson, Jöran, et al.
(författare)
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Two methods for quantifying similarity between textbooks with respect to content distribution
- 2023
-
Ingår i: International Journal of Research and Method in Education. - 1743-727X .- 1743-7288. ; 46:2, s. 161-174
-
Tidskriftsartikel (refereegranskat)abstract
- Measures of association, which typically require pairwise data, are widespread in many aspects of educational research. However, due to the need to reduce their content to equal numbers of units of analysis, they are rarely found in the analysis of textbooks. In this paper, we present two methods for overcoming this limitation, one through the use of disjoint sections and the other through the use of overlapping moving averages. Both methods preserve the temporal structure of data and enable researchers to calculate a measure of association which, in this case, is the complementary Euclidean average distance, as an indicator of the books’ similarity. We illustrate these approaches by means of a comparative analysis of three commonly-used English and Swedish mathematics textbooks. Analyses were focused on individual tasks, which had all been coded according to the presence or absence of particular characteristics. Both methods produce nearly identical results and are robust with respect to both densely and sparsely occurring characteristics. For both methods, widening the aggregation window results in a slightly increased level of quantified similarity, which is the result of the ‘smoothing effect’. We discuss the relation between the window width and the choice of research question.
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| 7. |
- Petersson, Jöran, et al.
(författare)
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Two novel approaches to the content analysis of school mathematics textbooks
- 2021
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Ingår i: International Journal of Research & Method in Education. - : Taylor & Francis. - 1743-7288 .- 1743-727X. ; 44:2, s. 208-222
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Tidskriftsartikel (refereegranskat)abstract
- The analysis of the content of school textbooks, particularly in a time of cross-cultural borrowing, is a growing field restricted by the tools currently available. In this paper, drawing on the analyses of three English year-one mathematics textbooks, we show how two approaches to the analysis of sequential data not only supplement conventional frequency analyses but highlight trends in the content of such textbooks hidden from frequency analyses alone. The first, moving averages, is conventionally used in science to eliminate noise and demonstrate trends in data. The second, Lorenz curves, is typically found in the social sciences to compare different forms of social phenomena. Both, as we show, extend the range of questions that can be meaningfully asked of textbooks. Finally, we speculate as to how both approaches can be used with other forms of ordered classroom data.
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| 8. |
- Roos, Helena, 1974-
(författare)
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Repeated interviews with students – critical methodological points for research quality
- 2022
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Ingår i: International Journal of Research and Method in Education. - : Taylor & Francis Group. - 1743-727X .- 1743-7288. ; 45:5, s. 423-436
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a reflection on what the qualitative interview method conducted with students can provide to (mathematics) education research in terms of in-depth knowledge and what critical methodological points should be taken into consideration. Repeated interviews with the same students in relation to research quality is considered. The argument is that repeated interviews can provide in- depth knowledge and a grasp of students’ understandings. Critical points to consider when gaining in-depth knowledge are person- dependency, process ethics, connections between repeated interviews as a method and the aim, and the re-interview effect. These are important to discuss and reflect on throughout the research process, as they can function as quality criteria when producing in-depth knowledge in qualitative research with repeated interviews.
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| 9. |
- Arndt, Henriette L., et al.
(författare)
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Capturing life as it is truly lived? Improving diary data in educational research
- 2023
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Ingår i: International Journal of Research & Method in Education. - 1743-7288. ; 46:2, s. 175-186
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Tidskriftsartikel (refereegranskat)abstract
- Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell ‘the teacher what they wanted to read’. In the second example, the researcher used the diaries to collect data on out-of-class learning among language students in Germany. Engagement with the diaries was initially low but improved substantially after daily reminders were sent via mobile phone. Nonetheless, results revealed a possible self-selection bias. Both examples highlight the value in making adaptations to diary methods as the research context necessitates, so that researchers can take into account issues that might distort or produce misleading data.
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