자연주의적 탐구조사(Naturalistic Inquiry)

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Qualitative research for education: An introduction to theories and methods

This study guide is a companion to the classic book by Richard DuFour and Robert Eaker: Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. It can be used by individuals, small groups, or an entire faculty to identify key points, raise questions for consideration, and suggest steps that might be taken to promote the Professional Learning Community (PLC) concept in a school or district. This guide is arranged by chapter, enabling readers to either work their way through the entire book or to focus on the specific topics addressed in a particular chapter.

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Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement

Qualitative Research Studying How Things Work

Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education

Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – T...

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School Culture and Leadership of Professional Learning Communities.

The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace.,A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes.,The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace.,This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.

Intellectual and Physical Shared Workspace: Professional Learning Communities and the Collaborative Culture.

Using a qualitative case study approach, this study looked at the educational activities that constitute a typical day in a homeschool family and the role that the parent has within those activities. Three homeschooling families with high school students in a single community in a southern state in the United States participated in the case study. Data was collected using observations, field notes, interviews and artifacts. Analysis of the data pointed to an eclectic mix of instructional modalities and activities used by families. Students often participated in a variety of instructional activities such as online courses, private tutors, and self-taught classes through the use of a flexible daily schedule. Parents were seen to be more of a facilitator or director of educational activities for their children rather than the direct providers of instruction in the homeschool setting.

Educational Activities and the Role of the Parent in Homeschool Families with High School Students.

(ProQuest: ... denotes non-USASCII text omitted.)The purpose of this study was to examine student attitudes toward science, technology, engineering, and mathematics (STEM) project-based learning (PBL). Students were offered items within the STEM PBL model to provide structural components and specify the substantial construct of attitudes about learning in the STEM PBL model.STEM PBL has been emphasized and adopted as a teaching and learning strategy in K-12 classrooms (Thomas, 2000). STEM PBL was introduced as a reformation instructional strategy to encourage greater numbers of students to be involved in their learning in STEM classrooms. Low student participation, inequity, and underrepresentation in STEM fields are a growing issue in traditional classrooms (Rabe-Hemp, Woollen, & Humiston, 2009). Ethnic minority students, low achieving, low socioeconomic status students, and gender are also all growing factors in STEM education. Each of these groups has not been able to outscore other students in high stakes testing in traditional classrooms since 2002 (Hennesey, 2007; Mann, 2009; U.S. Department of Education, National Center for Education Statistics, 2003). STEM PBL has shown to be a potential positive impacting strategy that may help educators, administrators, and policymakers address each of these issues in K-12 classrooms.Few studies have investigated the relationship among students' individual attitude, learning style, and STEM PBL impact on student academic achievement (Thomas, 2000). Of the studies that investigated STEM PBL impact on student achievement, results varied depending on student individual factors and/or learning environment (Capraro et al., in press; Han, 2013). The adaptation of the instructional model such as STEM PBL without consideration to student individual factors resulted negatively on, or not at all on, academic achievement (Han, 2013).STEM PBL lessons are composed of a set of diverse learning factors, which might be preferred by some, but not by all students (Barron et al., 1998; Slough & Milam, 2008). For example, collaboration as a factor of STEM PBL has shown different effects on students with diverse academic levels, whereas handson activity based learning factors were more effective to at-risk student learning (Chen, Lam, & Chan, 2008; Miller, 1990). Given results like these, it is important to understand student attitude and learning style as potential critical components for educators, administrators, and policymakers in constructing lesson plans, designing curriculum and reforming instructional models such as STEM PBL to best meet diverse students needs.Student Attitude and Learning StyleAttitude was defined as "a cognitive, affective and behavioral reaction the individual organizes toward himself/herself or any object, subject or fact around him/her based on information, feelings, and motivation" (Aydin, 2012, p. 334). Student attitudes toward learning refers to an evaluative and emotional reaction comprising affect, cognition, and behavior to a complex learning environment (Finch, 2000; Rajecki, 1990; Zimbardo & Lieppe 1991). Attitudes emerge in students as an effect of learning environment, and are expressed as a shape of cognition, affect, and behavior. Therefore, student attitude toward a learning environment is a critical factor, which determines the effectiveness of instruction and learning outcome, in designing lessons.Student attitude toward a specific instructional strategy is a critical factor in deciding the effective and efficient use of an instructional strategy. That is, students' attitude shapes their learning style, which is how they adopt and react to instructional strategies in classrooms. For example, students' perceptions and attitudes toward computers are important determiners of how effectively they use the technology instruments in learning procedure (Watson, 2007). When instructional strategy is well adopted or accommodated to student learning style, its impact on students can be more effective and efficient (Federico, 1999, 2000). …

Construct Validation of Student Attitude toward Science, Technology, Engineering, and Mathematics Project Based Learning: The Case of Korean Middle Grade Students

Purpose




The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement.




Design/methodology/approach




A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts.




Findings




Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process.




Originality/value




Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

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Daniel Carpenter

Papers

School Culture and Leadership of Professional Learning Communities.

Intellectual and Physical Shared Workspace: Professional Learning Communities and the Collaborative Culture.

Educational Activities and the Role of the Parent in Homeschool Families with High School Students.

Construct Validation of Student Attitude toward Science, Technology, Engineering, and Mathematics Project Based Learning: The Case of Korean Middle Grade Students

Collaborative Inquiry and the Shared Workspace of Professional Learning Communities.