Analytical Pluralism in Qualitative Research: A Meta-Study

Recent interest in analytical pluralism – the application of more than one qualitative analytical method to a single data set – has demonstrated its potential to produce multiple, complex and varied understandings of phenomena. However tensions remain regarding the commensurability of findings produced from diverse theoretical frameworks, the practical application of multiple methods of analysis and the capacity of pluralism to contribute to knowledge in psychology. This study addresses these issues, through a critical interpretation of existing qualitative studies that utilised analytical pluralism. Using a meta-study design, we examined the use of theory, application of methods and production of findings in studies that had adopted qualitative analytical pluralism. Following comprehensive database searches, 10 articles were included in the analysis. Epistemological and ontological considerations, the influence of decisions made in the practical application of pluralism and approaches to interpreting findings produced from multiple analyses are discussed, and implications for future research are considered

Substrate effects on domain structures of PZT 30/70 sol-gel films via PiezoAFM

Using an atomic force microscope (AFM) modified to perform PiezoAFM we have investigated the piezoelectric response of sol-gel thin film lead zirconate titanate (PZT 30/70, PbZr0.3Ti0.7O3) on Pt–Ti/SiO2/Si, indium tin oxide (ITO)/glass and Pt/MgO. The films were produced by spin coating a PZT 30/70 sol and firing at 520 °C for Pt electrode systems and 600 °C for the ITO system. By conducting PiezoAFM hysteresis loops we have shown that the localised piezoelectric response varies for PZT on differing substrates. The degree of asymmetry in the hysteresis loops varies for each substrate, as do the coercive fields. The coercive fields have been found to be ±18 V/μm for PZT/ITO/glass, +22 and −18 V/μm for PZT/Ti-Pt/SiO2/Si and +35 and −20 V/μm for PZT/Pt/MgO. The PZT grown on Pt/MgO, Pt-Ti/SiO2 and ITO/glass shows an offset or asymmetric hysteresis loop, which was confirmed by the differing fields required for poling during domain modification experiments performed on PZT/Pt/MgO. δ33 values obtained for the PZT thin films investigated range from 50pm/V for PZT/Pt–Ti/SiO2/Si to 40 pm/V for PZT/ITO/glass

Local connections, global perspectives

Higher education institutions are increasingly focused on facilitating agentic, outward-looking, globally minded graduates. International mobility experiences are often viewed as a key tool in developing these qualities; however, not all students have the inclination, resources, or support to enable them to participate in an international experience. Student surveys reveal that the top barriers to international intercultural learning experiences are outside of the influence of educators; that is time, finances, work, and family commitments. This is backed up by broader research, which shows that only one in seven students will take up an international mobility experience. In this context, educators need to look to the opportunities afforded through both local and international experiences to engage and promote agency in diverse student cohorts. Pedagogical approaches such as service learning have been found to enable students to explore democratic action in a local space, learning and reflecting on these experiences within a framework that accounts for global perspectives. Drawing on the findings of six local and international case studies, this chapter explores the curriculum and pedagogical frameworks that facilitate global perspectives through community-based learning experiences, whether they occur in local or international environments

Activating teaching dispositions in carefully constructed contexts : Examining the impact of classroom intensives

The current policy stance in Australia which seeks to produce ‘classroom ready’ teachers requires that pre-service teachers (PSTs) be assessed against national professional standards that articulate minimum skills and knowledge required of beginning teachers. There is no mention within these standards of affective qualities (e.g. humour, passion, inspiration) or thinking dispositions (e.g. curiosity, reflection, creativity) that enable good teaching and professional learning and which capture the complexity that is inherent within good teaching. This study focuses on the research of a team of teacher educators in a regional Australian university who believe that a focus on dispositions is central to effective teacher education. They have embedded a ‘Dispositions for Teaching Framework’ within a Master of Teaching (Secondary) program to allow PSTs’ various thinking dispositions to be activated within carefully constructed professional learning contexts. The context in this study was a Classroom Intensive experience at a P-12 School in regional Victoria where PSTs participated in structured classroom observations over a two day period. The key research questions were: Did the Classroom Intensive experience activate the dispositions in the PSTs? Were some dispositions activated more than others? How could evidence be collected of these dispositions in action? A variety of research methods enabled a complex data-set to be collected. It was identified that the Classroom Intensive experience provided a rich professional learning context which activated all five of the thinking dispositions in the framework, and that these dispositions are not discrete but interconnect and rely upon each other. © Springer Science+Business Media Singapore 2016