Qualitative Inquiry in an Age of Educationalese

In this introduction we reflect on two key questions that initiated this special issue on qualitative inquiry: What can qualitative researchers do to regain their post-paradigm-wars cache? How do we avoid distracting “science wars” in the future? We suggest that the strong tendency to narrow the research methods accepted as “scientific” – because they adopt quantitative perspectives and are presumed a priori to be more rigorous – has created an educationalese, a narrative of rigid categories that has not necessarily contributed to more effective or persuasive educational research. The article ends by suggesting that the use of “knowledge mobilization” strategies would help to strengthen qualitative research and educational research in general

Bridging the Research-Practice Gap in Requirements Engineering through Effective Teaching and Peer Learning

In this paper, we introduce the concept of the research practice gap as it is perceived in the field of software requirements engineering. An analysis of this gap has shown that two key causes for the research-practice gap are lack of effective communication and the relatively light coverage of requirements engineering material in University programmes. We discuss the design and delivery of a Masters course in Software Requirements Engineering (SRE) that is designed to overcome some of the issues that have caused the research-practice gap. By encouraging students to share their experiences in a peer learning environment, we aim to improve shared understanding between students (many of whom are current industry practitioners) and researchers (including academic staff members) to improve the potential for effective collaborations, whilst simultaneously developing the requirements engineering skill sets of the enrolled students. Feedback from students in the course is discussed and directions for the future development of the curriculum and learning strategies are given.Comment: Proceedings of the 6th International Conference on Information Technology: New Generations (ITNG 2009

UNDERSTANDING THE ‘PULL’ OF PEER-LED SEX EDUCATION: A MODEL FOR THE PRODUCTION AND EVALUATION OF PROGRAMME THEORY

In the face of mixed evidence of effectiveness, research of peer-led sex education needs to consider the theory at the beginning, and mechanisms in the middle of an intervention, to better understand its outcomes. In making this recommendation, this thesis set out to appraise the utility of undertaking such an approach when researching peer-led sex education. Its research objectives were to: identify mechanisms underlying peer-led sex education, specify and refine programme theory, and test resultant theory via pattern-matching. This led to the production of five separate research studies. Study I, a review of existing theoretical literature to identify claims made to support peer-led sex education. Study II, a systematic review of empirical literature to ascertain whether identified claims were supported by research evidence. Study III, a series of interviews with practitioners to create programme theory. Study IV, an ethnographic case study to illustrate contextual features present in settings utilising participatory practices identified by practitioners as empowering youth volunteering as peer educators. Study V, a feasibility trial of peer-led sex education was not possible, inhibiting the thesis aim to test programme theory. The thesis proposes that efforts to identify programme theory and its constituent parts is a useful focus of inquiry to apply in a field where there is uneven evidence of effectiveness. Undertaking such an approach led to the categorisation and subsequent evaluation of the provenance and empirical basis for claims used to promote peer-led sex education; pinpointing areas of empirical or theoretical weakness worthy of further investigation. Successful operationalisation of this investigative intent is, however, much more difficult to realise. This issue can be attributed to the intuitive appeal of peer education, as well as wider debates about the utility and purpose of evaluation amongst practitioners. As a result, the thesis concludes by considering ways to overcome some of these evaluative obstacles and suggests a model of evaluation through which theory testing may be achieved in future

Sexuality, Relationships and Reproductive Choices in Young Adults with Life-Limiting and/or Life-Threatening Conditions

This thesis details an empirical exploration of how young adults with life-limiting and/or life-threatening conditions talk about sexuality, intimacy, relationships and reproductive choices; what these mean, the difficulties they encounter along an uncertain life course, their relationship experiences, and what would be helpful to assist and make their lives more meaningful. The research centres on 13 young adults aged over 16 years, featuring some, but not all, life-limiting or life-threatening conditions. These include cystic fibrosis, duchenne muscular dystrophy, other progressive neuromuscular and rare conditions, certain cancers and other genetic conditions. The research also explores the views and contributions of family supporters: two partners, ten parents and ten care practitioners, seeking their views in order to advance the young adult’s sexual and relationship fulfilment. Until recently, surviving into adulthood with a life-limiting or life-threatening condition was unusual. Young adults with these conditions are a growing population and it is timely to explore their personal choices and considerations around sexuality, intimate relationships, and reproductive choices. The research used a qualitative approach, underpinned by a life course theoretical perspective, in conjunction with the illness experience and intersectionality with sexuality on an uncertain life course, to make sense of the participants’ varied and personal contributions. What emerged was a picture of the transitions which occur from childhood to adulthood, from comparative wellness to progressive illness, uncertainty about their life course and importantly, their sexuality. The findings suggest that the voices of this group are insufficiently heard and that there is a gap in the provision of information with respect to their transition from childhood to adulthood, particularly in relation to their sexuality and reproductive choices. As this group strives for independence and sexual citizenship, efforts need to be congruent with and grounded in the views of those most personally involved, the young adults themselves

Pupils' perceptions of citizenship education and good citizenship: an empirical case study and critical analysis of one interpretation of citizenship education in an 'outstanding school'

Citizenship education has been a statutory part of the National Curriculum in English Secondary Schools since 2002. The majority of research papers that have examined citizenship education, plus a key report from Ofsted (2010), have examined it from the perspective of teachers, policy makers or academics. The empirical research seeks to address this imbalance by accessing the views of the pupils themselves, views that I would argue were crucial to the shaping of future educational policy pertaining to citizenship education, in the context of a case study in one particular school. This research, therefore, presents a critical analysis of one interpretation of citizenship education in an 'outstanding school'. It aims to explore young people's views on citizenship education and 'good citizenship' and, further, illustrate why their perceptions can, and indeed should, influence future debate and direction on education policy in this statutory subject

Reflective Practice in a Coach Education Practicum

Researchers have explored how practicing sport coaches learn through reflection (Gilbert & Trudel, 2001); however, there is a paucity of research that explains how and why higher education coach preparation students learn through reflection. The purpose of the current study was to understand how and why 21 coaching students enrolled in a practicum course at a southeastern United States institution engage in reflective practice. This research was conducted using a one group pretest posttest mix methods research design and draws upon Schön’s (1983, 1987) work on reflective practice, which underpinned a set of online structured reflective journaling prompts used as an intervention during the students’ practicum course. Each week, for 12 weeks of the practicum course, students were asked to respond to a theoretically informed prompt. Quantitative data were collected via the Self-Reflection and Insight scale (SRIS-SRE; engagement in self-reflection, SRIS-SRN; need for self-reflection, SRIS-IN; insight) and a levels of reflection rubric to assess students’ intrapersonal knowledge. Qualitative data was collected via the students’ weekly responses to the prompts and a set of post practicum reflection responses. To address the quantitative component, a one-way repeated measures multivariate analysis of variance (MANOVA) was conducted to examine the influence of time (i.e., pretest and posttest) on SRIS-SRE, SRIS-SRN, SRIS-IN, and levels of reflection. The results revealed that time did not have a significant influence on SRIS-SRE (p = .09), SRIS-SRN (p = .96), and SRIS-IN (p = .95). However, time did have a significant influence on levels of reflection (p \u3c .01). These results suggest that the use of online structured reflective journaling within the practicum course had a positive influence on one variable of intrapersonal knowledge. The qualitative findings resulted in 15 themes related to students’ role frames (e.g., creating a positive environment, performing in a dominating role), students’ self-identified weaknesses (e.g., weaknesses in role frame, weaknesses perceived by others), students’ dilemma identification (e.g., athletes’ underperformance, practicum coach’s underperformance), and students’ responses to dilemmas (e.g., enforcing a dominating role, developing a positive environment, generated strategies). These qualitative findings described what and to what extent students’ reflect in the practicum course. The findings from both the quantitative and qualitative components provide a theoretically informed explanation of how coaching students learn through reflective journal prompting. Additionally, the findings also provide evidence for the efficacy of a theoretically informed reflective practice course on student learning in the higher education setting. These findings are discussed in relation to existing research on reflective practice, student learning in higher education, intrapersonal knowledge development, and the use of technology. Furthermore, implications for future research and coach educators are offered by considering the prompts influence on the students and the use of technology to facilitate learning in coach education