자연주의적 탐구조사(Naturalistic Inquiry)

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

In his Preface the author' says that he started out to review all the more important theories upon the topics ordinarily discussed under human motivation but soon found himself more and more limited to the presentation of his own point of view. This very well characterizes the book. It is a very personal product. It is an outline with some defense of the author's own thinking about instincts and appetites and sentiments and how they function in human behavior. And as the author draws so heavily upon James and McDougall, especially the latter, the book may well be looked upon as a sort of sequel to their efforts. There is a thought-provoking distinction presented between instinct and appetite. An instinct is said to be aroused always by something in the external situation; and, correspondingly, an appetite is said to be aroused by sensations from within the body itself. This places, of course, a heavy emphasis upon the cognitive factor in all instinctive behaviors; and the author prefers to use the cognitive factor, especially the knowledge of that end-experience which will satisfy, as a means of differentiating one instinct from another. In this there is a recognized difference from McDougall who placed more emphasis for differentiation upon the emotional accompaniment. The list of instincts arrived at by this procedure is much like that of McDougall, although the author is forced by his criteria to present the possibility of food-seeking and sex and sleep operating both in the manner of an appetite and also as an instinct. The Shand-McDougall concept of sentiment is taken over and used in the explanation of moral motivation. There is the development within each personality of a sentiment for some moral principle. But this sentiment is not a very powerful motivating factor. It is reinforced by social pressures and by religion, which is treated as an effort of finite man to live in harmony with the infinite reality. Those whose psychological thinking is largely in terms of McDougall will doubtless find this volume a very satisfying expansion; but those who are at all inclined to support their psychological thinking by reference to experimental studies will not be so well pleased. The James-Lange theory, for example, is discussed without mention of the many experimental studies which it has provoked. Theoretical sources appear in general to be preferred to experimental investigations.

Human MotivationThe Mind in Action: A Study of Motives and Values. A. Campbell Garnett

I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

http://platform.almanhal.com/Files/?ID=T2-41793-MLA0011322.pdf

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

Table 1 Correlations between institutional mean scores of NSSE clusters of effective educational practices and institutional graduation rates (N=680 4-year colleges and universities) .

https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

What Matters to Student Success: A Review of the Literature

The purpose of this research review is to open dialog about quantitative, qualitative, and mixed research methods in engineering education research. Our position is that no particular method is privileged over any other. Rather, the choice must be driven by the research questions. For each approach we offer a definition, aims, appropriate research questions, evaluation criteria, and examples from the Journal of Engineering Education. Then, we present empirical results from a prestigious international conference on engineering education research. Participants expressed disappointment in the low representation of qualitative studies; nonetheless, there appeared to be a strong preference for quantitative methods, particularly classroom-based experiments. Given the wide variety of issues still to be explored within engineering education, we expect that quantitative, qualitative, and mixed approaches will be essential in the future. We encourage readers to further investigate alternate research methods by accessing some of our sources and collaborating across education/social science and engineering disciplinary boundaries.

/pdf/quantitative-qualitative-and-mixed-research-methods-in-4e1er7zqph.pdf

Quantitative, Qualitative, and Mixed Research Methods in Engineering Education

Background



Groups within and outside of educational institutions are interested in factors that influence satisfaction among students enrolled in the engineering major as well as elements within the college environment that shape students' intentions to work in engineering in the future and whether these elements differ by gender.



Purpose (Hypothesis)



This study identified gender differences on indicators of the undergraduate experience including faculty-related and student-related variables as well as measures of satisfaction with the institutional environment that are related to satisfaction with the engineering major and intent to pursue a career in engineering ten years from now.



Design/Method



The mixed methods approach used for this investigation involved nine institutions with engineering undergraduate degree programs. An online questionnaire was administered to undergraduate students enrolled in engineering. Qualitative data was collected through focus group interviews with students at each of the nine participating institutions.



Results



Findings reveal that satisfaction with the engineering major does not translate directly to pursuing a career in engineering, particularly among women. In terms of elements of the undergraduate experience, some types of interactions with faculty and peers have both short- and long-term impacts on interest in engineering as a major and as a career.



Conclusions



Creating learning environments that emphasize care and respect for students as well as overseeing student interaction during group work can make a difference in students' satisfaction in the engineering major and in interest in engineering as a career, particularly for women.

Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career

This qualitative study examined the nature of work for 70 administrators (67% female, 33% male) who provide services to students at historically Black colleges and universities. Data were collected by administering the National Professional Life Survey (NPLS) that asked respondents about their work, relationships with others on campus, and the rewards they valued in their work. Survey datawere supplemented through in-depth one-on-one and group interviews. The nature of work was defined by three dimensions: pace of work, how work gets done, and work environment. Key findings reveal that work for these professionals is challenging, highly stressful, and that enacting change on campus takes time. Perhaps most interesting, there is a fairly entrenched sense of racial uplift among HBCU administrators. The opportunity to encourage success among Black students was considered both a privilege and a reward.

/pdf/the-nature-of-student-affairs-work-at-historically-black-413d2tafu1.pdf

The Nature of Student Affairs Work at Historically Black Colleges and Universities

This study analyzed data gathered from interviews with professionals at historically Black colleges and universities (HBCUs) to examine the nature of relationships student affairs administrators fo...

A System of Othermothering: Student Affairs Administrators' Perceptions of Relationships with Students at Historically Black Colleges

This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female st...

Catherine T. Amelink

Papers

Quantitative, Qualitative, and Mixed Research Methods in Engineering Education

Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career

The Nature of Student Affairs Work at Historically Black Colleges and Universities

A System of Othermothering: Student Affairs Administrators' Perceptions of Relationships with Students at Historically Black Colleges

A comparison of educational factors promoting or discouraging the intent to remain in engineering by gender