Recent Bookmarks and Annotations
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Dana Mitra — Penn State College of Education on 2009-09-29
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Dana Mitra joined the Department of Education Policy Studies in January 2003
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school reform, student voice, school-community collaboration, qualitative methods, urban education, youth development, and social pol
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Her research interests include
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- Mitra, D. L. (forthcoming).
Collaborating with students: Building youth-adult partnerships in schools. American Journal of Education.
- Mitra, D. L. and Gross, S. J.
(forthcoming). Increasing student voice in high school reform: Building
partnerships, improving outcomes. Educational
Management, Administration, and Leadership.
- Mitra, D. L. (forthcoming).
Strengthening student voice initiatives in high schools: An examination of the
supports needed for school-based youth-adult partnerships. Youth and Society.
- Mitra, D. L. (forthcoming). Student
voice and student roles in education policy and policy reform. AERA Handbook on Education Policy Research.
- Mitra, D. L. (forthcoming). Making
it 'real': The role of student voice in reforming classroom practice. Educational Leadership.
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Glossary for Qualitative Research on 2009-09-10
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general discourse refers to 'talk',
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inhibit,
cover over or subliminally suggest something other than what is apparently
being presented' (Schostak 1993):
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- Ethnomethodology, Phenomenology, Symbolic interactionism
- these perspectives focus upon the sense making activities of social actors.
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The 'self' is seen as being socially constructed
rather than 'innate'.
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focuses upon how social actors make sense of, and rationally account
for their behaviours and for their experience.
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One form of ethnomethodology deriving from Harold
Garfinkel seeks to 'make trouble' as a method by which to disclose the
tacit or hidden structures of social life. By disturbing the flow of
social interaction, the rules which are transgressed are made visible.
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esearcher suspending
his or her research/theoretical interests in the social world being
studied. Through this act of suspension, the research was to generate
descriptions of the social world rather than test theories. It led to
a 'grounded theory' approach (Glaser and Strauss).
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The 'I' is the
natural, spontaneous unsocialised side of the self. The 'me' is generated
through how 'significant others' respond to, and interpret the expressions
of the 'I'. By internalising the ways the significant others
respond towards the self, the self constructs it's socialised sense
of self, the 'me'.
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saw the self
as being composed of two parts: the 'I' and the 'me
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the belief that society and human
behaviour could be subjected to scientific analysis and that science would
ultimately solve the major problems (material and social) of the world.
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a term applied to those perspectives which emphasise the quantitative
over the qualitative.
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It does accept bias and error but assumes
that this is the result of 'subjectivity'. If 'subjectivity' can be excluded
then reality will appear in an objective form that can be measured and described.
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quantitative perspectives
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hey have often been criticised on the grounds
of holding a naive view of what counts as reality, emphasising empirical
'givens' over the social construction of experience.
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glossing over the complexities of social reality by using
crude tools of data gathering, such as questionnaires which do not allow
for differences in interpretation, misreading, or simply ask the wrong questions.
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emphasise stasis as opposed to process
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Qualitative perspectives emphasise
'meaning' and seek to uncover the complexities of social interaction in
the generation of 'world views'.
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criticised for not being able to form generalisations,
and for researching the trivial.
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Post-modernism/Postmodernism
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This fragmentation
co-exists within a global network of information systems and multi-national
organisations. Post-modernism is associated with the mid- to late 20th century
developments in global information systems and networks.
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It is characterised
by a lack of hierarchies
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no one set of values is any better than any other.
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open up onto a virtually infinite panorama
of possibilities
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ocial life in terms of an interaction between three
interdependent 'levels':
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- structures of ideas/concepts - vocabulary used to articulate a particular
philosophy, belief, world view
- conduct/behaviour patterns - learnt patterns of behaviour, patterns
of discourse.
- the material structures or infra-structure of social life (including
mechanisms and procedures): e.g., tools, buildings, patterns of organisational
structure (hierarchical, democratic structures of roles etc), the legal,
political, economic, welfare systems etc.
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the study of signs and the processes of making meaning and in producing
a meaningful world.
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focuses upon systems. One object is defined in terms
of its relations to, or functions for another object.
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The object
is to describe the operation of the system, identifying the function of
the different entities which make up the system, and the rules which keep
the system in operation.
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it tends to lose sight of people as living
actors.
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Glossary of Key Terms on 2009-09-10
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ANCOVA (Analysis of Co-Variance)
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ANOVA (Analysis of Variance)
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A method of statistical analysis broadly applicable to a number of research designs, used to determine differences among the means of two or more groups on a variable. The independent variables are usually nominal, and the dependent variable is usual an interval.
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| Apparency |
Clear, understandable representation of the data |
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| Construct Validity |
Seeks an agreement between a theoretical concept and a specific measuring device, such as observation. |
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| Content Validity |
The extent to which a measurement reflects the specific intended domain of content (Carmines & Zeller, 1991, p.20). |
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| Convergent Validity |
The general agreement among ratings, gathered independently of one another, where measures should be theoretically related. |
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| Correlation |
1) A common statistical analysis, usually abbreviated as r, |
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The range of correlation is from -1.00 to zero to +1.00.
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| Covariate |
A product of the correlation of two related variables times their standard deviations. |
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| Design flexibility |
A quality of an observational study that allows researchers to pursue inquiries on new topics or questions that emerge from initial research |
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| Discrete Variable |
A variable that is measured solely in whole units, e.g., gender and siblings |
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| Dynamic systems |
Qualitative observational research is not concerned with having straight-forward, right or wrong answers. Change in a study is common because the researcher is not concerned with finding only one answer. |
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| Empathic neutrality |
A quality of qualitative researchers who strive to be non-judgmental when compiling findings |
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| Equivalency Reliability |
The extent to which two items measure identical concepts at an identical level of difficulty. |
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| Ethnography |
Ethnographies study groups and/or cultures over a period of time. The goal of this type of research is to comprehend the particular group/culture through observer immersion into the culture or group. Research is completed through various methods, which are similar to those of case studies, but since the researcher is immersed within the group for an extended period of time more detailed information is usually collected during the research. |
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| thnomethodology |
A form of ethnography that studies activities of group members to see how they make sense of their surroundings |
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| Inductive |
A form of reasoning in which a generalized conclusion is formulated from particular instances |
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| Matched T-Test |
A statistical test used to compare two sets of scores for the same subject. |
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| Narrative Inquiry |
A qualitative research approach based on a researcher's narrative account of the investigation, not to be confused with a narrative examined by the researcher as data |
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| Ordinal Variable |
A variable in which the order of data points can be determined but not the distance between data points, e.g., letter grades |
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| Phenomenology |
A qualitative research approach concerned with understanding certain group behaviors from that group's point of view |
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Results are not usually considered generalizable, but are often transferable.
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| Quasi-experiment |
Similar to true experiments. Have subjects, treatment, etc., but uses nonrandomized groups. |
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| Rhetorical Inquiry |
"entails…1) identifying a motivational concern, 2) posing questions, 3) engaging in a heuristic search (which in composition studies has often occurred by probing other fields), 4) creating a new theory or hypotheses, and 5) justifying the theory" (Lauer and Asher, 1988, p. 5) |
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| Triangulation |
The use of a combination of research methods in a study. An example of triangulation would be a study that incorporated surveys, interviews, and observations. See also multi-modal methods |
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| Validity |
The degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. |
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| Verisimilitude |
Having the semblance of truth; in research, it refers to the probability that the research findings are consistent with occurrences in the "real world." |
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https://d2l.cbe.ab.ca/d2l/lms/content/preview.d2l?tId=284968&d2l_stateGroups=search~grid~gridpagenum~treestategroup&d2l_stateScopes=OrgUnitSession~GridPageNum~Search~PageNum%5EOrgUnitUser~LCS~TreeStateGroup%5EUser~Grid~PageSize~HtmlEditor~HPG&d2l_statePag on 2009-06-29
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RefWorks Login on 2009-06-21
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About Us on 2009-06-20
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EBSCOhost: Student Voice and the Perils of Popularity on 2009-06-18
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In this article we suggest that the current popularity
of student
voice can lead to surface compliance--
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iNet - Unpopular Voices - Listening to Pupils at Risk on 2009-06-17
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EPAA Vol. 10 No. 31 Ericson & Ellett: The Question of the Student In Educational Reform on 2009-06-17
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The Question of the Student
In Educational Reform
David P. Ericson
University of Hawaii at Manoa
Frederick S. Ellett, Jr.
University of Western Ontario
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They have focused on teachers, the curriculum, school structure and quality,
content and performance standards, teacher education, and the like. Yet almost
no attention has been paid to the would-be beneficiaries of implemented and
proposed educational reforms: students
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we shall raise the question of whether students have any duty or responsibility
for acting as an ideal student would
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we shall also show that students may be both irresponsible and rational
in failing to act as ideal students
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distributive behavior strongly favors the development of the kinds of
students—students in name only—who contrast strongly with a noted view of "the
ideal student."
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failure to take into account the various rational (and non-rational) interests
of students will most likely undermine the reformers' intent.
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Better teacher preparation, better conditions of employment, better professional
development, and better procedures for identifying marginal teachers are clearly
in order (especially as promoted by educators themselves).
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the reform movement's preoccupation with the teaching profession, as a whole,
ignores a salient feature of education: education is far more than a linear
technological process in which the teacher transforms "raw material" (the
student) into a finished "product" (an educated person).
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not the simple causal relationship
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Although central to the reform movement's demand forever increasing educator
accountability, the inference from lack of teaching success to poor or derelict
teaching is clearly fallacious. It simply ignores the causal role of
students in bringing about their own learning.
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the best teaching in the world will produce no results if students fail to be
concerned with their own learning
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interactive causal process in which either poor teaching or poor
"studenting" is generally sufficient for a lack of student success
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To entertain blaming the young for our educational situation may sound a bit
like entertaining a proposal to torture the innocent.
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to attend a legally sanctioned place of education (including "home schools")
until a certain age and (2) to be non-disruptive.
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Instead, we need to think about educational reform in terms of the institutions
whose role it is to sustain the virtues inherent in the practice of education.
Again, if we look at the educational system today, we witness an institution
that undermines, rather than sustains, the pursuit of educational excellence.
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The normative principle that governs the link between the educational system and
the social and economic system simply instantiates the norm that the road to
riches is through high grades, rather than emphasizing the intrinsic and
extrinsic value of educational benefits.
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What is it about the educational system that leads to the development of status
and wealth seekers and indifferent/hostile students?" In other words,
transforming the educational system may be the only way to transform
individuals
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we must weaken (if not abandon) the normative principle that
differentially rewards educational attainment (grades, degrees, and diplomas,
etc.).
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